高中教案教案
發(fā)表時(shí)間：2020-11-03Language教案。
一名合格的教師要充分考慮學(xué)習(xí)的趣味性，教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助教師營造一個(gè)良好的教學(xué)氛圍。怎么才能讓教案寫的更加全面呢？小編為此仔細(xì)地整理了以下內(nèi)容《Language教案》，僅供您在工作和學(xué)習(xí)中參考。
牛津高中英語教學(xué)設(shè)計(jì)
單元：Unit2Language
板塊：Welcometotheunit
課堂設(shè)計(jì)指導(dǎo)思想：
本課時(shí)是單元的第一課時(shí)，課型為聽說課?！癢elcometotheunit”作為一個(gè)單元的起始，主要起到“預(yù)熱”的功能，其具體作用體現(xiàn)在：
一、激活學(xué)生現(xiàn)有知識(shí)體系，為新知識(shí)的輸入鋪設(shè)臺(tái)階，鋪平道路；
二、導(dǎo)入本單元的“maintopic”，為整個(gè)單元的話題的討論提供引子；
三、輸入相關(guān)背景知識(shí)，為學(xué)生了解單元話題內(nèi)容，進(jìn)行進(jìn)一步討論、探究提供信息和依據(jù)；
四、圍繞單元主題，提供給學(xué)生一個(gè)友善的同齡人間的聽說訓(xùn)練的平臺(tái)，從而幫助學(xué)生學(xué)得更加自信，將思維真正變成鮮活的、可以使用的語言。本課的設(shè)計(jì)從日常可以言說的語言談起，逐步討論了語言的多種形式——有聲的、無聲的、人類間的、動(dòng)物間的等等，擴(kuò)大學(xué)生對語言外延的認(rèn)識(shí)，進(jìn)而探討了信息得以傳遞的各種途徑，最后話題縮小到英語語言的學(xué)習(xí)，為“Reading”的導(dǎo)入做了一定的鋪墊。
Teachingaims:
1.Gettoknowmoreaboutdifferentformsoflanguages;
2.Learndifferentwaysinwhichinformationcanbetransmitted;
3.GetfullyinvolvedinthediscussionandsharetheexperiencesoflearningEnglish.
Teachingprocedures:
Step1Warmingup
Theteacherstartsthelessonwithasmallguessinggame.Studentsaredividedintoseveralgroups.Aquestion“Howmanylanguagesarethereintheworld?”ispresentedonthescreen.Answersvaryingfrom“morethan2000”to“morethan7000”arealsopresentedonthescreen.Studentsareencouragedtoguesstheanswers.Andstudentswhoguessitrightcangainpointsfortheirgroups.Andtheanswerismorethan6000.
從簡單的競猜游戲過渡進(jìn)入課堂教學(xué)，生動(dòng)活潑，從最大限度上激發(fā)學(xué)生的熱情和積極融入課堂的參與意識(shí)。可以按小組實(shí)施，對每組選擇不同答案的人數(shù)加以分別統(tǒng)計(jì)，最后以每組猜對正確答案的人數(shù)記入分?jǐn)?shù)。由于設(shè)計(jì)的是競猜，最大的好處是使學(xué)生無論基礎(chǔ)如何，都能參與進(jìn)來，而且都可能為本組獲得成績貢獻(xiàn)自己的一份力量，對于將英語語言學(xué)習(xí)上后進(jìn)的同學(xué)帶入課堂能起到較好的作用。
Step2Presentationofacard
Presentanewyear’scardtothestudents.Askthemtorecognizethelanguagesprintedonthecard.Ifsomestudentscouldreadsomeofthelanguages,encouragethemdoitintheclass.
印有多種新年祝福語(中、英、法、俄、日)的卡片是書本圖片的第一張。部分學(xué)生可能可以辨認(rèn)出其中兩至三種語言，甚至更多。如果學(xué)生愿意在班里朗讀這些祝福語，也可以為他們的組獲得分?jǐn)?shù)。這樣的設(shè)計(jì)，一方面為部分學(xué)生鋪設(shè)了展示的舞臺(tái)，可以增加這些學(xué)生學(xué)習(xí)語言的自豪感和為團(tuán)隊(duì)爭光的榮譽(yù)感；另一方面，可以激發(fā)其他學(xué)生學(xué)習(xí)語言的動(dòng)力和興趣。如果教師自身?xiàng)l件允許，可以教學(xué)生這些語言的讀法，不失為一次既有親和力，又能激發(fā)課堂活力的活動(dòng)。
Step3Discussionofemoticons
Anemoticonispresentedonthescreen.Twoquestions“Weoftenseethiswhilechattingonlineorinourtextmessages,whatdoesitstandfor?Couldyougivesomeotherexamplesofemoticons?”areraisedonthescreenaswell.Studentsareencouragedtouttertheirideasfreely.Andtheteacherreallyshouldappreciatetheiranswersandtheopportunitytolearnfromthestudents.
Moreemoticonsarepresentedonthescreentoletstudentsguessortellthemeaningofthem.Thiscanalsobeinvolvedinthecompetitioniftheteacherwantsittobeinteresting.
網(wǎng)絡(luò)及手機(jī)短信中的表情符號(hào)是學(xué)生們生活中較為流行的一種語言形式，對這一學(xué)生熟知的語言現(xiàn)象的討論，有助于拉近語言與學(xué)生間的距離，更有助于充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。
Step4Discussiononotherformsoflanguages
Tellstudentsthatalanguageisnotonlysomethingthatcanbespokenortyped.Showthemapictureofsignlanguageonthebook.Giveashortintroductionofthemeaningofthegesture.Presentmorepicturesofsignlanguageandgetstudentstoguesstheirmeaning.
介紹語言不僅僅包含可書寫和可言說的形式，還有手勢等形式。簡單介紹同一手勢在不同國家和文化中蘊(yùn)含的意義不同，在激發(fā)學(xué)生學(xué)習(xí)熱情的同時(shí)，加強(qiáng)了文化的輸入，和跨文化交際意識(shí)的培養(yǎng)。
Step5IntroductionofBraille
Deafpeoplecanusesignlanguagetocommunicate.Askstudents“Howcanblindpeoplereadthelanguageinthebooks?”PresentapictureofBraillealphabetonthescreen.Askstudentstofeelthedotsontheircashifpossible.
與學(xué)生討論盲文。簡單介紹盲文的字母表。如果條件允許，可以讓學(xué)生通過感覺人民幣上的盲文標(biāo)識(shí)，對盲文有一個(gè)感性的認(rèn)識(shí)。幫助學(xué)生體會(huì)殘疾人學(xué)習(xí)生活的不便，鼓勵(lì)他們要努力學(xué)習(xí)。
Step6Discussiononcommunicationbetweenanimals
Raisethequestion“Doyoubelieveanimalscanalsospeaklanguages?”Letstudentsexpresstheirideaaboutcommunicationbetweenanimals.
人類只是這顆蔚藍(lán)色星球居民的一份子，人類用語言交流，那么動(dòng)物呢？讓學(xué)生從已有的實(shí)際知識(shí)出發(fā)，加以適當(dāng)?shù)南胂螅U述他們的觀點(diǎn)。人類發(fā)展的步伐永遠(yuǎn)需要想象力這對翅膀的推動(dòng)，在這里，讓我們的學(xué)生暢所欲言吧。jaB88.COm
Step7Discussionofotherwaysofchanginginformation
Presentafewpicturesofsomebeautifuldancersinthesilentworld.Askthestudents“Haveyoueverbeenshockedbythemagnificentperformance?”Raisethetopicofotherwaysinwhichpeoplecanexchangetheirmessages.Forexample“smokesignalsandfiresignalsandetc.”Studentsareallowedtodiscussthetopicingroupsandpresenttheirideasaccordingtothebrainchildoftheirdiscussion.
Basedonthediscussion,studentsareencouragedtothinkoverwhatshouldbeincludedaslanguage.
殘疾舞者的美帶給學(xué)生震撼和感動(dòng)，同時(shí)激發(fā)學(xué)生思考討論其它傳遞信息和表達(dá)思想的途徑，從而拓寬他們對語言的理解。語言是思維的載體，是傳遞思想，文化，知識(shí)，美等非物質(zhì)的途徑。通過對語言外延的探討，加深學(xué)生對語言的理解和認(rèn)識(shí)。
Step8DiscussiononlearningofEnglish
Englishisthemostwidelyusedlanguageintheworld.AskstudentstosharetheireffectivemethodsforstudyingtheEnglishlanguagewitheachother.
我們將話題從語言的理解縮小到英語課堂。同齡人間的彼此學(xué)習(xí)是一種比老師苦口婆心的說教有用得多的榜樣的力量。老師在這里可以提前邀約對英語學(xué)習(xí)有想法、有特點(diǎn)、有方法的同學(xué)在這一環(huán)節(jié)做陳述，相信會(huì)有意想不到的收獲。
Step9Homework
LikeChinese,Englishalsohasalonghistory.Afterclass,pleasedosomeresearchtofindouthowtheEnglishlanguagehasbeendeveloping.
通過家庭作業(yè)，讓學(xué)生接觸更多關(guān)于語言的知識(shí)，同時(shí)水到渠成地為“Reading”的預(yù)習(xí)做好鋪墊。
擴(kuò)展閱讀
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?；钴S，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 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。
高手過招
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……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“提供安全的方式來驅(qū)開不適、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、場所、地點(diǎn)等的“接近，靠近”，可以說是一種實(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)工作與完善的測試制度密切相關(guān)。
高手過招
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……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.
我只不過是出于好奇問問罷了。
高手過招
單項(xiàng)填空
Iwastofindoutwhathesaid.（原創(chuàng)）
StrangeB.amusingC.curiousD.conscious
解析：選C。考查形容詞詞義辨析。strange奇怪的;amusing令人快樂的;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。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，比possible表示的可能性大。換句話說，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。
likely強(qiáng)調(diào)表面上看來有可能，與probable意思接近，有時(shí)可以互換，但likely常暗示從表面跡象來判斷，probable則指經(jīng)過權(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。
高手過招
單項(xiàng)填空
①Ican’tgoout.ItisverythatMarywillringmetonight.（2010?山東聊城模塊檢測）
A.LikelyB.possiblyC.probablyD.perhaps
②Tomwastowinfirstprizeinthecompetition,buthisillnessmadehimmissthechance.
（2010?01?浙江臺(tái)州檢測）
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，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)過注射后，疼痛消失了。
常用結(jié)構(gòu)：
atease感到舒適而無憂慮；感到放松，不拘束
withease毫不費(fèi)勁地，輕而易舉地
Weareateaseforyoursafereturn.
見您平安歸來，我們感到放心了。
ThequestionwassoeasythatIcouldansweritwithease.
這個(gè)問題如此簡單以至于我回答得很輕松。
高手過招
(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聽說孩子們都很安全，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
8.loseface
丟臉，丟人
You’lllosefaceifyoudon’tkeepyourpromise.
你如果沒有遵守諾言，會(huì)丟臉的。
WhenTomfailedtobeathisopponent,hefelthehadlostfacewithhisfriends.
湯姆沒能打敗對手，這讓他在朋友面前很丟臉。
聯(lián)想拓展
loseheart泄氣；灰心
loseone’sheartto愛上；鐘情于
loseweight減肥
loseone’sway迷路
loseone’slife喪生
losecourage喪失勇氣
losesightof看不見
高手過招
單項(xiàng)填空
Inordernotto,hespentthewholenightpreparingforthespeechofnextday.
（2010?01?浙江嘉興一中檢測）
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。
聯(lián)想拓展
伴隨狀語的特點(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)問題。
高手過招
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）
A.notingB.noted
C.tonoteD.havingnoted
①解析：選B。running作伴隨狀語,因?yàn)檫壿嬛髡ZJanet與run之間呈主動(dòng)關(guān)系，且run與謂語動(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。
②解析：選A。noting作伴隨狀語，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。
10.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
各種文化背景下人們互致問候的方式不盡相同，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...連接起來的，意為“既不……也不……”。部分否定通常由not+all/both/each/everybody/everything等來表達(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)，即把否定主語的not與謂語動(dòng)詞放在一起。NoteveryWelshmanspeaksWelsh.
并不是每個(gè)威爾士人都說威爾士語。
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)人也沒有、沒有任何東西）；
both→neither（兩個(gè)都不）;every→no(沒有，不是）；everyone→noone(沒有人);everything→nothing(什么也沒有)等。
Ilikeneitherofthebooks.這兩本書我都不喜歡。
高手過招
單項(xiàng)填空
—IthinkthewholeclassisgoingonafieldtripnextFriday.
—I’mnotsure.haspaidthetransportationfee.（2010?01?江西九江檢測）
A.NoteveryoneB.Noone
C.NoneofthemD.Neitherofus
解析：選A。B項(xiàng)與C項(xiàng)為全部否定，意為“沒有一個(gè)人”，故排除。D項(xiàng)意為“兩者都不”，不符合語境。A項(xiàng)表示部分否定，意為“不是所有人”，符合上下文語境，故選A。
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.
Unit2language-Task教案
一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計(jì)劃和準(zhǔn)備，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓講的知識(shí)能夠輕松被學(xué)生吸收，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。所以你在寫高中教案時(shí)要注意些什么呢？下面是小編幫大家編輯的《Unit2language-Task教案》，供大家借鑒和使用，希望大家分享！
Unit2language-Task教案
Reportonbodylanguage
Teachingaims:
1.Learnhowtoanticipatearesponse
2.Learnhoetoformulatewrittenquestions
3.Learnhowtoconductasurveyandhowtowriteareport
Procedures:
SkillsBuilding1:Anticipatingaresponse
1.HavetheSstoguidelinesonpage32.Makesurethattheyunderstandhowtopredicttheanswerstothequestionswhilelistening.
2.Readthestatements1to9.LettheSsdecideifthestatementsaretrueorfalse.
Listening.Finishtheexerciseonpage32.
Ans.1T2F3F4F5T6F7F8T9T
Step1:Fillinginachart
1.AskSstosaywhatthesecommongesturesinthechartmeaninChina.AndaskthemtopredictwhattheymeaninAmerica.
2.HaveSslistentoarecordingandconfirmtheirpredictedanswers.
Finishthechartonpage33.
1.good2.tellingthetrue3.Yes4.No5.Helloorgoodbye
6.crazy7.whereyouare(youplace)8.goodjob9.Ok
Skillsbuilding2:Formulatingwrittenquestions:
1.Readtheguidelinesonpage34tomakesurethattheyknowwhatto.
2.HelptheSstoanalysewhythequestionsshouldbeaskedlikethat.
Finishtheresttwo.
2.Lastnight,wewatchedatelevisionshowonCCTV8.Didyouseeit?Ifso,didyoulikeit?
3.Ifinishedabooklastnight.Howaboutyou?Whathappenedinthelastbookyouread?
Step2:Surveyingyourclassmates
1.RevisethegesturesinStep2onpage33.LettheSsgoovertheguidelinesonpage35andmakesurethattheyknowwhattodo.
3.Takethefirstoneasanexampleandaskthemtofinishtherestinpairs.
Sampleanswers:
1a2b3a4a5a6b7a
Skillsbuilding3:Organizingareport
1.Readthefourpointsatthetopofpage36checkoutthetips.Putemphasisonthefourmainsections.
2.HavetheSsgoovertheguidelines;workingroupstochecktheiranswerstofindtheappropriatesectionsforthesesentencesandnumbertheminthelogicalorder.
Answer842635197
Step3:writingareportonbodylanguage
1.NowtheSsaregoingtowriteareportonbodylanguageinChinawiththeinformationtheygatheredinStep1andStep2.
2.Whenwriting,theymayrefertothestructure------GettheSstogothroughthesecondpartonpage37togetthegeneralideaforeachsection.
Introduction
Procedures/Method
Results/Findings
Conclusion
Homework:
1.ReadAonpage99
2.FinishBonPage99
