高一英语教案：下学期unit21a

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高一英语教案：下学期unit21bodylanguage(20200819170411)

Unit21 Body LanguageThe first periodTeaching aims1 Describe gestures and facial expressions2 Train the students'listening ability3 Practise making offers and requestsTeaching Important Points1 Train the students'listening ability2 Learn how to ask for help and offer helpTeaching Difficult Points1 Learn to describe gestures and falial expressions2 Finish the task of speakingTeaching methods1 Listening,speaking and writing2 Individual,pair or group work3 Watch and sayTeaching Aids1 A computer for macromedia use2 A tape recorder3 The blackboardTeaching ProceduresStep1 Lead-inWe can communicate with each other in many ways such as speaking,writing,surfing the Intenet and body language.Todaywe' llstudy one of forms of communication ——body languageWhat is body language?Body language is the movements or positions of our body ,we can use them to show other people what we are thinking or feeling.Now let's learn about some gestures .Step2 Warming up1 Match each picture with the emotion and the correct sentence.2 Just imagine you are the person who is in the picture ,please express the feeling with one or two sentences.Step3 listening1 Liste n to the tape and choose the best an swer to the follow ing questi ons.Part 1 ⑴ D (2) B (3) APart2 (1) B (2) B2 Use your body Ian guage to act them outStep 4 Speaking1 Study some useful expressi ons and lear n to ask for help and offer help.2 Act out the situati onsSituaton 1 An old man is carrying a very heavy suitcaseSituation2 Somebody is late for a flight and wants to go ahead of the queueSituati on 3 An old and sick pers on is on a crowded bus and wants to sit dow n.Step 5 SummaryToday we've lear ned how to com muni cate using body Ian guage .We have also lear ned some phrases to make offers and refuse offers.After class try to review them.Step6 Homework1Practise speak ing2 Prpare for read ingStep7 The Design of the writing on the blackboard教案Unit 21 body languageThe first period扶沟二高常江丽2006 年 5 月。

Unit21bodylanguage（人教版高一英语下册教案教学设计）

Unit21bodylanguage（人教版高一英语下册教案教学设计）Teaching goals1. Talk about body language2. Describe gestures and facial expressions3. Practice making offers and request4. Learn to use the –ing Form (2) as Subject, Object and Predicative5. Write an imaginary storyPeriod 1 Word studyPeriod 2 Warming up & ListeningStep 1. Warming up1. Brainstorm: the words of emotions/feelings of human beingsAs we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.Possible answers:Pictu re 1: Confused; I don’t know what to do.Picture 2: Angry; I can’t believe she said that! That is so unfair!Picture 3: Sad; I’ve lost my wallet!Picture 4: Happy; I got an A in my exam!Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.Step 2 Listening1. Pre-listeningJust now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?1) shake the head2) wave the arms3) stand with arms folded4) … …(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)2. Listening1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.2) Listen to Part 1 again and do the rest two questions of Part 1.3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.3. Post-listeningBased on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?Homework1. Make a list of facial expressions and gestures and their meanings we’ve learne d today.2. Preview the following lesson.Period 3 Listening (WB) & SpeakingStep 1 ListeningDo the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.Step 2 Pre-speakingMake some requests and ask/help students to answer and make offers, for example:T: Could you give me a hand?S: Yes, of course. What can I do for you?T: Could you please clean the blackboard for me?S: With pleasure.T: That’s very nice of you.(Teachers can also ask students to open/close the window, turn on the projector and so on.)Step 3 Speaking1. Language InputJust now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.Useful expressions of making offers and requestsCan/Shall I help you with that?Would you like me to …?No, thank you. Thanks for all your help.Could you please …?Would you like some help?Could you give me a hand with this? No, thanks. I can manage it myself.Is there anything else I can do for you?Could you help me with …?That’s very nice of you.Do you need some help with that?Notes:Is there anything else I can do for you? = What else can I do for you?We use these two sentences offer help again when we’ve already offered help.2. PracticeNow use these expressions and follow the example to make up some dialogues in the following situations in pairs. (on the screen)Then get some pairs to act out the dialogues in front of the class.Step 4 Useful Expressions --- Making offers/requests and responsesIn our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.Ways of making offers or requests Ways of replying to others' offers or requestsAcceptance Refuse1.Can/Could/Shall I help you?2.Would you like me to …?3.Is there anything (else) I can do for you?4.Do you want me to …?5. What (else) can I do for you?6. Let me do/carry/help … (for you)?7.Would you like some …?8. Do you need some help with …? 1. Thanks. That would be nice/fine.2. That’s very kind of you.3. Thank you for your help.4. Yes, please.5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.2. Thank you all the same.3. That’s very kind of you, but….1. Could you please …?2. Could you give me a hand with …?3. Could you help me with …? 1. With pleasure.2. Yes, of course. 1. I’m sorry, but …2. I’d like to …, but ….Step 5 Making up dialoguesJust now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.) help you with homeworkhelp you with cooking a mealshow you how to use the typewriter go and buy some medicinedo the shoppingshow you to the dining roomExample:A: Would you like some help?B: Yes, please.A: Shall I show you how to use this electric typewriter?B: Thanks. I haven’t used this one before.A: Would you like me to type your composition for you?B: No, thanks. I can manage it myself.Step 6 Post-speakingIf time permits, get students to finish the task of talking in the workbook.HomeworkPrepare the task of talking in the workbook.Preview the following lesson: Body talk.Periods 4-5 ReadingStep 1 RevisionCheck the homework of making up a dialogue in the workbook.Go over the ways of making offers/requests and responses.Step 2 Pre-readingIn the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.1. Who can tell us some ways of telling what one is thinking or feeling?2. Do people from different parts of the world use different body language? What about people who live in different parts of China?3. How do you communicate the following with body language?Thank you! No. Yes. I don’t know. Come here!Step 3 Reading1. ScanningAsk students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.Para 2: Just like spoken language, body language varies from culture to culture.(The same gesture has different meanings in different countries.)Para 3: People in different countries show the same idea in different ways.Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.Part 3 (Para 4-5): Some gestures seem to be universal.2. ReadingThis part is designed to help students to get more detailed information of the text.1) Read the second part (Para 2-3) more carefully and thenfill in the table, using a projector to show the table. (Words in italics can be blank.)GESTURES COUNTRIES MEANINGSeye contact some countries a way to show that one is interestedother countries rude or disrespectfula circle with one’s thumb and index finger most countries OKJapan MoneyFrance ZeroBrazil RudeGermanythumbs up the US great or good jobNigeria rudeGermany The number oneJapanmoving the index finger in a circle in front of the ear some countries crazyBrazil You have a phone call.2) Read the last part (Para 4-5) again and then try to answer some questions:1. How can we communicate “I am tired” with the body language? And please act it out?2. What does “rubbing one’s stomach” mean?3. Why do we say “ the smile is a universally understood body language”?3. Reading aloudListen to the tape of the text and make marks where they don’t understand.4. Some language pointsDiscuss something that students don’t understand.Possible notes:1. Just like spoken language, body language varies from culture to culture.vary vi. be different 变化, 不同, 违反e.g. The weather varies from day to day.The leaves of the tree vary with seasons.* They never vary from the law of nature. 他们从不违反自然规律。

Unit21Bodylanguage（人教版高一英语下册教案教学设计）

Unit21 Body language(人教版高一英语下册教案教学设计)Ⅰ．单词拼写：根据下列句子所给汉语意思或所缺单词的首字母，写出该单词的正确形式。

1．You can pass on m ________ to others by your expressions and body movements, even if you can't talk.2．In some Asian countries s ________ the head means “agreement”.3．People now c ________ over long distances by means of telephone, telegraph, radio, television and E-mail as well.4．The g ________ people use for “yes” and “no” are different around the world.5．As is known to all, love and hate are opposite e ________.6．The young lady went over to the window and l ________ against it.7．I can still remember every ________（详情）in my old dormitory room at school.8．From this time on the man ________（避开）fruitless discussions with such kind of people.9．It is d ________ to talk of your headmaster as “the old man”.10．It was c ________ of you to go skating on such thin ice.Ⅱ、语法：从下列各题的四个选项中选出一个最佳答案。

高一英语第二十一单元教学设计

高一英语第二十一单元教学设计Teaching design of unit 21 of senior one Engli sh高一英语第二十一单元教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

科目英语年级高一文件 high1标题 unit21章节第二十一单元关键词内容一、目的与要求：掌握本单元出现的单词和词组：meaning, woodcutter, homeland, master, freely, peasant, unit, progress, native, force, base, revolutionary, limited, rapid, article, praise, encourage, situation, spirit, translate, university, degree, communism, social, idiom, vocabulary, have a talk with, come across, cut up, before long, move on, keep on, make progress, translate…into…, 等等……二、本单元知识重点与难点分析：1.How are you getting on with your English lessons? 你的英语学得怎么样？How are you getting on with…? 是一个常用的交际用语，用来询问对方的生活、学习、工作等情况，常译作“…进展如何”。

高一下Unit 21 Body language Reading说课教案

人教修订版高一英语下Unit 21 Body languageReading说课教案一．教学课型：阅读课课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功能。

二．教材分析1．教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。

本单元的绝大部分内容都围绕这一中心话题展开的。

“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。

激发学生进行阅读的欲望。

“阅读”(Reading)部分是一篇介绍性的文章，介绍的是各种文化背景下的身势语的异同。

文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，比如微笑等。

“读后”(Post-reading)部分设计了两种练习。

第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。

第二类是填写表格，对比肢体语言在美国和我国的异同。

2．教材处理：阅读部分的重点是介绍各种文化背景下身势语的异同处，以此提高学生的跨文化交际的意识。

阅读材料是一个说明文，标题body talk确定了文章主题的范围，但不明确。

为此，笔者在warming up 教学环节，先让学生欣赏两段表演，在活跃气氛，提高兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.笔者在课前要求学生尽可能通过各种途径搜寻有关的材料，鼓励学生上因特网查找主题“body language”的内容，材料交流，整理。

高一英语：Unit 21 Karl Marx(教学方案)

( 英语教案 )学校：_________________________年级：_________________________教师：_________________________教案设计 / 精品文档 / 文字可改高一英语：Unit 21 KarlMarx(教学方案)Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.高一英语：Unit 21 Karl Marx(教学方案)教学目标知识目标一、教学目标与目标通过本单元教学，使学生进一步掌握过去完成时的用法，并复习一般过去时态。

通过学习马克思如何学习外语来了解外语学习的重要性及这位伟人的科学精神。

二、教学重点与难点l．重点词汇 force; rapid; praise; encourage; have a talk with; come across; make progress; before long; move on; keep on (doing something); translate. . . into. . .2．重要句型 1) In 1849, he went to England and made London the base for his revolutionary work. 2) He made such rapidprogress that before long he began to write articles in English for an American newspaper. 3) His English was so good that Engels wrote him a letter and praised him for it. 4) He found it important to study the situation in Russia.3．语法掌握过去完成时的用法；复习一般过去时：1) Marx had learnt some English before he got to England. 2) After he arrived in England, Marx worked hard to improve his English.3) When all his money had gone, Marx had to leave his house in London.4．日常交际用语谈论语言学习（Talking about language study）：1) How are you getting on with your English lessons? 2) My grammar is improving, but I find idioms and useful expressions hard to learn. 3) Which do you find easiest/most difficult—listening, speaking, reading or writing? 4) If you have a problem with. . . , you should . . .能力知识1．掌握本单元的重点词汇、词组和句型，并能写一篇描写人物的短文。

[教案]高一人教修订下Unit 21

[教案]高一人教修订下Unit 21Unit 21 Body LanguageWarming up Listening speaking【Analysis of the unit】The central topic of the unit is body language, relating to “What is body language”,“How to understand body language”and “Body language is intercultural”.All language skills and knowledge are almost designed for the central topic---body language. The whole unit is planned for six periods, “Warming-up Listening Speaking” is the first period.Task-based Language Teaching is the teaching idea. Arousing interests, setting up situations and practising step by step is the teaching pattern. During teaching period, various activities are set up according to the students’English level. In this way, their English abilities of listening, speaking and writing can be improved by training and playing. At the same time, The students’ emotional needs are met.【Analysis of student’s situation】The students’major is Commerce & Business English. They should know more information on how to communicate with body language besides verbal communication. The students are not level in English. Excepting one third of the students, most of them are afraid to speak English. The main task is to draw their attentions and arouse their motivation to make them join in the teaching activities. 【Teaching Aims】1、Knowledge Aims：a. Master the words and expressions relating to body。

高一下册英语教案：Unit 21 a

人教修订版高一英语下Unit 21 Body languageReading教案Teaching Aims:1.Learn and master the following words and expressions:Fold anger vary thumb crazy nod part hug bow palmshrug incredible pat get through chart tear down2.Train the Ss’ reading ability, especially the skills of summarizing andscanning.3.Encourage the Ss to communicate using body language.Teaching Important Points:1.Train the Ss to summarize the main idea of each paragraph.2.How to get the Ss to master the two useful expressions: get through,tear down3.How to let the Ss understand the body language in differentcountries and use them correctly.Teaching Difficult Points:1.Master the body language in this period.2.How to summarize the main idea.Teaching Methods:1.Discussion before reading to make the Ss interested in what they willlearn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the Ss understand what they’velearned better.4.Pair work or group work to make every student work in class. Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardTeaching Procedures:StepⅠ: Greeting and Lead-in1.Greeting:T: Good afternoon, everyone!Ss: Good afternoon, teacher!2. Lead-in:T: (Sign the Ss to sit down without saying, “sit down, please.”). How do you do what I meant?Ss: We know that by your gesture.T: Yeah, sometimes we can express ourselves using gestures or facialexpressions. When we are in kindergarten, there is a good song toexpress our feeling “happy”. Do you remember it? Now, let usenjoy it together. And I want to have your action.（Enjoy this song with students. At the same time, according to thecontent of the song, let students act out together.）T: Ok, very good! This song brings us back to our childhood. Do youlike it?Ss: Yes, we like it very much.StepⅡ: Pre-reading:T: Ok, class begin. Please turn to page 59, unit 21 Body Talk. Before reading, we will learn something together, “ways ofcommunicating”.T: If we want to make gestures good, we should know the names of each finger well. (Let students put up one of their palm: thumbindex finger/forefinger, middle finger, ring finger, little finger) T: Now, we will do some “guess” exercise for facial expressions.(According to the pictures to choose the best answer.)T: Animals also have body language. (Show students some pictures)T: In these pictures, they don’t use any words but body to show what they want to say.StepⅢ: Reading:T: Now, we begin our reading—Body Talk.1. Fast reading(Give Ss five minutes to read the text and then answer the answers for the questions on the screen.)There are five topic sentences. Which paragraph is it for?1). The way how people greet, touch, act varies from countries tocountries. (Para.3)2). Just like spoken language, body language varies from culture toculture. (Para.2)3). Both words and body language can express how we think and feel.(Para.14). Smiles may be the most universally understood facial expressionin the world. (Para.5)5). Some gestures seem to be universal. (Para.4)2. Careful reading1). Let Ss read the first paragraph and answer the question:Besides words, how can we know what a person is thinking or feeling?by watching his or her body language.2). Let Ss read paragraph two and three, and then fill the forms inthe following.3). Let Ss read paragraph four and five and then fill the forms in theStepⅣ: Post-reading:1. T: Fill in the blanks for retell the text.We use both words and _____language to communicate with people, but just like ______language, it varies from culture to ______. In Japan, the gesture for OK means______ , but in France it means____, and in Brazil and ________ it is rude. While there are many ________ interpretations of body language, some gestures seem to be ________. Perhaps the best _______ of widely used body language is the _____.2. Game.StepⅣ: Summary:T: After reading this passage, we know in different countries, there are different body talk, so we should follow this advice, “When in Rome, do as the Romans do!” Time is up, class over.StepⅣ: Homework:1. Read the passage and recite it.2. Do exercise 1-4 in post-reading on page 60StepⅤ: The Design of the BlackboardFoldvarythumbcrazynodparthugbowpalmshrugincrediblepatget throughcharttear down。

高一英语教案：下学期Unit21LanguagePoints

Paragraph 11. We use both words and body language to expressour thoughts and opinions and tocommunicate with other people. （我们用言语和身势语表达我们的思想和想法，并与其他人进行交流。

）express our thoughts and opinions表达我们的思想和想法express vt. “以言语、表情）表达... ；叙述..... ”.构成：express + n. / express +n. + tosb.（对某人表达…..）①She freely expresses her ideas.②She expressed her thanks to us.2. We can learn a lot about what a person is thinking by watching his or her body language.（通过观察一个人的身势语，我们可以了解他或她的许多想法。

）此处是动词的--ing 形式做介词的宾语。

如：①He insisted on doing it in his own way. 他坚持要按自己的办法做。

②I am proud of having a friend like you. 我为有你这样的朋友感到骄傲。

常见的此类词有：insist on, think of, dream of, prevent / keep / stop. . . from, be fond of, depend on, be tired of, be afraid of, succeed in, look forward to . . . 动词的--ing 形式做宾语。

如：①The doctor advised taking exercise.医生让多运动。

高一英语教案：下学期Unit21教案

Unit 21 body languagePeriod 3 language studyTeaching aims:1 Learn how to use some useful words, phrases and understand some difficult sentences.2 Study the rules of-ing and wants to go ahead of the queenTeaching procedure:1 Somebody is late for a flight and wants to go ahead of the queen ahead of 在~ 之前，比~强，好Ahead of us was a riverThe time here is nine hours ahead of LondonHe is ahead of me in maths2 Avoiding eye contact with the salesman when you are buyingI just avoided running over the car3I can manage it myselfManage The question is too difficult ,I can‟t manage it myself Manage to doHe managed to finish the work on time ,try to do …4 Just like spoken language ,body language varies from culture to culture Prices vary with the seasonsvarious varity5 There are also differences as to how often we touch each other ,howclose we stand to someone we are talking to ,and how we act when we meet or part1) as to conjEvery week they received reports as to what was going onPrep As to money ,she is indifferent2) partPart sth from sth;part sbThe English Channel parts Britain from France .We tried to part the two fightersPart withIn order to raise money ,Mr Brown had to part with his gold watch .6In some countries, ~ a visiting friend is greeted with a kiss on the cheek, in other countries people greet each other with a firm handshake 1)greet sb with a smileThey greeted me with a shower of stones ,the smell of coffee greeted us as we entered.GreetingA greetings telegram2 firm adj,as firm as a rockbe on firm ground7 While there are many different interpretations of our body language, some gestures seem to be universalTelevision provides universal entertainment.There was universal agreement on this issueWar cause universal misery .8 a smile can help us get through difficult situations and find friends in a world of stangersget throughLet us start, there is a lot of work to get throughIt is extremely difficult to get through the work in such a short timeThe line is busy now ,I can‟t get throughTom failed but his sister got throughTry to get through to him that he is ruining his own life9if we are feeling down or lonely, there is noting better than to see the smiling face of a good friendI can‟t agree moreWe couldn‟t feel better10 a smile can open doors and tear down wallsThese beautiful old houses are being torn down to make way.she tore his letter into little piecesShe tore up the letterThis material tears easily .11-ing form can be used as subject,object,predicative and attributive1) Subject:In many countries ,shaking hands means “no”and noddingmeans “yes”2 Object: we can learn a lot about what a person is thinking by watchinghis or her body language3)Predicative:A good way of saying I am full is rubbing stomach after a meal4)AttributiveA pair of walking sticks can help you walk if you are a disabled in feet。

高一英语Unit 21《Body language》教案(旧人教版下)

Unit 21 Body language ( Reading ) 高一英语下Part I. Analysis of the teaching material1)The position and role of this text“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.2) Knowledge goal:Understand the main idea of the text3) ability goal: ①talk about body language②improve the students’ ability of reading4) Moral goal: Get aware of some gestures and facial expressions in different cultures.5) Teaching aims①to improve the students’ reading ability, such as skimming, scanning.②to Understand the main idea of the text③Get aware of some gestures and facial expressions in different cultures.Part II. Analysis of the teaching methodsQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTo reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboardPart III. Analysis of the learning approachInterest is the best teacher. But with the heavy study burden andimpact of the traditional spoon-feeding teaching, sometimes thestudents may lose the interest in learning and are not independentenough. So how to motivate them, develop their interest and build uptheir self-study ability are the first things I am considering aboutPartIV. The teaching processStep 1 Warming upShow a short film and a MTV show and ask the students the following questions:T: How do the actors in the show express themselves?S: By facial expressions and what they do.T: What do we call that?S: Body language.T: What is body language?S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.Step 2 BrainstormingShow some gestures and ask the students to guess what the gestures mean.[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。

【精品】高一英语下册 Unit21 Body language(备课资料)教案大纲人教版第一册

Reference for Teaching一、异域风情Ⅰ.The American Eye BehavioursAmericans are careful about how and when they meet one another's eyes.In their normal conversation,each eye contact lasts only about a second before one or both individuals look away.When two Americans look searchingly into each other's eyes,emotions are heightened and the relationship becomes more intimate.Therefore,they carefully avoid this,except in appropriate circumstances.Proper street behaviour in the United States requires a nice balance of attention and inattention.You are supposed to look at a passer-by just enough to show that you're aware of his presence.If you look too little,you appear haughty or secretive;too much and you're ually what happens is that people eye each other until they are about eight feet apart.At which point both cast down their eyes.In England the polite listener stares at the speaker attentively and blinks his eyes occasionally as a sign of interest.That eye-blink says nothing to Americans,who expect the listener to nod or to murmur something—such as“mm-hum.”Americans abroad sometimes find local eye behaviours hard to interpret.Such complaints can often be heard:“People there were disturbing.They stared right at me on the street;they looked me up and down.I kept wondering if I was uncombed or unzipped.”They don't know that people in some places think nothing of staring at others on the street.美国人对如何以及何时进行目光接触是较为认真的。

人教版高一下英语精品教案高一第二十一单元（人教版高一英语下册教案教学设计）

人教版高一下英语精品教案高一第二十一单元(人教版高一英语下册教案教学设计)Body LanguageI. Teaching aims and demands 教学目标和要求:1.Topics 话题Talk about body language2.Function: 交际功能提供和请求帮助(Making offers and requests)Can/Shall I help you with that? Could you help me with...? Would you like me to...?Do you need some help with that? Could you please...? No,thank you.Thanks for all your help.Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this?That's very nice of you. Is there anything else I can do for you?3.Vocabulary 重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specificahead of; give sb a hand; get through; tear down ;hold up; make a face; in order4.Grammar:语法动词-ing形式作主语、宾语和表语（2）1.用英语表达‘做某事如何的’---动词-ing形式作主语2.有些及物动词后面需跟动词-ing形式作宾语3.绝大多数介词后面需跟动词-ing形式作宾语4.用英语表达'什么事是某事' ---动词-ing形式作表语II. Difficult pointsIII. Main teaching aids教具：A tape-recorder; Multimedia,projector, role cardsⅣ. Main teaching methods 教法：1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in classV. Teaching procedure：Period 1第一节（一）明确目标1. Learn body language. Warming up to arouse the students love in talking.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationAsk some students to the front and act out the correct emotions.2. Ask students to make a dialogue in pairs using body language.（三）教学过程Step 2 Warming upGo through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.Answers (From left to right):1 Picture 1: Confused I don't know what to do.2: Angry I can't believe she said that! That is so unfair!3: Sad I've lost my wallet!4: Happy I got anA in my exam!5: Tired It's been a long day. I can't keep my eyes open.2 Various answers are possible but explanations for choices should refer to details in the pictures.3 Various answers are possible.Step 3 Listening comprehensionNow let s have some listening training.LISTENING TEXT:Part 1Which of the following is a form of communication?A Speaking to someone.B Standing in a comer at a party with your arms crossed.C Avoiding eye contact with the salesman when you are buying something.D All of the above.Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think T om liked the party, you might say "He said he enjoyed it, but it didn't look like it."Now let's look at C. Imagine that you are a salesman at astore. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.Part 2Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.1 Answers to Part 1 : ID 2B 3AAnswers to Part 2: IB 2B2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.Enjoying sthsmiling, opening eyes wide, rocking one's head from side to sideLiking someonesmiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closerInterested in sthstaring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with abig 0, responding with the same expressions as the person who you're listening toDisagreementlooking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms Not enjoying sthyawning, sighing, complaining, frowning, looking awayIn a hurrysighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door Not interestedsame as not enjoyingWanting to talk to othersraising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0Step 4 Speaking practiceSituation 1: An old man is carrying a very heavy suitcase.Asking for help(0 = Old man; P = Paul)0: Excuse me, young man. Could you give me a hand with this, please? It's very heavy.P: Oh, of course, I'd be happy to. There we go.0: Thank you.P: You're welcome.0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P: Certainly. Where should I put it?0: Thank you. Just put it over there, please.P: There you are.0: Thank you, that's very nice of you.P: Dh, not at all.Offering helpP: That bag looks very heavy. Do you need some help with that?0: Oh, thank you. Could you please put it over there? P: No problem. There you are. Is there anything else I can do for you?0: No, thank you. Thanks for all your help.P: Woultl you like some help?0: Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P: Sure. My, this bag is heavy! Ah, there we go. Where shall I put it'?0: Over there, please. Thank you so much!P: You're welcome.Situation.2:..Someone is late for a flight and wants to go ahead of the queue.(J = Jim; A = Passenger A; B = Passenger B)J: Excuse me, but I'm late for my flight. Could I please go ahead of you?A: Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?J: No, thanks. I can manage it myself. (To the passen ger standing at the check-in counter.) Hi. May I cutin front of you? I don't want to miss my plane.B: Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?J: Yes. Could you please help me put it up here? Thank you.B: You're welcome.J: Oh no! I'm late for my flight.A: Excuse me, but did you say that you were late? Would you like to-go ahead of me? My flight doesn't leave for another hour.J: Thank you, that's very nice of you! Could you helpme with this bag, please?A: Sure. There you are. Would you like me to bring it up to the counter?J: Oh, no, thank you. I can manage it myself now.Situation 3: An old and sick person is on a crowded bus and wants to sit down.(0 = Old person; P = Passenger)0: Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P: Certainly. There you are. Here, please take my seat, you look a bit tired.0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded.P: Sure. I'll let you know when we get there.P: Shall I help you with that?0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.P: Oh, of course. Please take my seat.0: Thank you. That's very nice of you.P: Not at all.（四）总结扩展Step 5 Necessary language pointsToday we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.Listening and speaking听说要点1>What if a customer avoids making eye contact with you?What if ...? [用法]假使...呢?;若是...又怎么样?[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？avoid [用法]vt. 避免[举例]They all avoided mentioning that name. 他们都避免提及那名字。

高一英语教案：下学期unit21bodylanguage

Unit 21 Body LanguageTeaching Aims and DemandsWords and PhrasesFour Skills:unfair customer avoid ahead manage fold vary crazy part handshake gently anger useless occur focusahead of give sb. a hand get through tear down hold up make a face in order Three Skills: suitcase firm bow fist tap specific bendSpoken English:Making offers and requestsCan /Shall I help you with that? Could you help me with…?Would you like me to…? Do you need some help with that?C ould you please … ?No thank you. Thanks for all your help.Would you like some help?No, thanks. I can manage it myself?Could you give me a hand with this?That’s very nice of you.Is there anything else I can do for you?Grammar:V-ing作主语、宾语和表语（2）1. 用英语表达“做某事如何的”——V-ing形式作主语:Talking while eating is not polite.2. 有些及物动词后面需跟V-ing形式作宾语:You can’t stop him doing what he wants.3. 绝大多数介词后面需跟V-ing形式作宾语:She left without saying goodbye.4. 用英语表达“什么事是某事” --- V-ing形式作表语:Seeing is believing.Use of Language:Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Body language. Get the students to feel the culture lying with the body language.Important points:Feel the culture difference among different body language.Difficult points: The use of V-ing.Teaching aids: Computer, tape-recorderWay of Teaching: Th e communicative teaching approach.Lesson1Step 1 Warming UpTell the students to look t at the pictures and match each picture with the correct emotion and sentence.The answers are:Picuure1 Confused I don’t know what to do.2 Angry I can’t believe she said that! That’s so unfair!3 Sad I have lost my wallet!4 Happy I got an A in my exam!5 Tired It’s been a long way. I can’t keep my eyes open.Then ask the students to give more examples of facial expressions. Then ask the students: Are all the facial expression easy to understand?Can the same facial expression mean differently in different situations?Ask the students to give more examples.Step 2 ListeningTell the students that they are going to hear about ways that people use body language in different situations. Then check the answers. The answers to Part 1: D B A. The answers to Part2: B B.Step 3 ConsolidationAsk one student to act the ideas in Part 2 out with gestures and facial expressions. Then ask the other students to guess what the actions mean in their own words.Step 4 SpeakingFirst ask the students to read the example in the Speaking part, then students work in pairs and act their dialogue out.Step 5 HomeworkFinish the exercise in the students’ workbook.Lesson2Step 1 RevisionAsk the students to act their dialogues.Step 2 PresentationAsk the students to act out the following body language:Thank you! NO. Yes. In don’t know. Come here!Are always mean the same meaning?Note: There are both cultural, regional, and individual differences in how we communicatewhat we think and feel with our bodies.Step 3 ReadingAsk the students to read the text carefully and then find the main idea of each passage.They are:1. Both words and body language can express how we think and fell.2. Gestures, a kind of body language, have different meanings in different cultures.3. The way people greet each other varies from culture to culture.4. Some gestures, however, have the same meaning in most cultures.5. Smiles may be the most commonly understood facial expression in the world.Step 4 Language points1. Names of different fingers: thumb(大拇指), index finger/forefinger(食指), middle finger(中指), ring finger(无名指), little finger(小拇指).2. A smile can help us get through difficult situations and find friends in a world of strangers.Get through sth. (设法)做完某事I have got through a lot of work to get through.Let’s start; there’s a lot of work to get through.3. Shaking your fist at someone is a way of saying that you are very angry.at “向;朝;以---为目标”She opened the door and stood there, frowning at me.He threw a stone at the dog.Step 5 ListeningGet the students to listen to the text.Step 6 Post-readingAsk the students to work in groups and finish the chart in this part.Step 7 HomeworkGo over the following text and finish the exercise on P121.Lesson 3Step 1.RevisionCheck the homework.Step 2 Word StudyFinish the exercise 1 2 on P120 as a test on the vocabulary.And then complete the box on P61 and the exercise 2 , Make sure the students know what they are expected the do.Step 3 Grammar1. First ask the students to find the V-ing form in the text.2. List the sentences on the blackboard and then divide them into three groups according to the part the V-ing plays.Subject In many countries, shaking one’s head means “no” and nodding means “yes”. Object We can learn a lot about what a person is thinking by watching his or here bodylanguage.Predicative A way o f saying “I am hungry” is patting the stomach before a meal.Step 4 PracticeFinish the following exercises.Step 5HomeworkFinish the exercises in the workbook.Lesson 4Step 1 RevisionCheck the homework.Step 2 PresentationShow the students some pictures of Shuanghuang to get the students to have a general idea about this kind of art form. Make sure they really understand what it means. Then ask the students to work in pairs to act their plays out.Step 3 ReadingAsk the students to read the text on P122in the students’ workbooks. Then finish theexercise---to fill in the chart.HomeworkPrepare a short passage about your opinion about the body language.。

【精品】高一英语下册 Unit21 Body language(第一课时)教案大纲人教版第一册

Unit 21 Body languageⅠ.Teaching Goals:1.Talk about body language.2.Describe gestures and facial expressions.3.Practise making offers and requests.4.Learn to use the “-ing〞 form(2):used as a noun.5.Write a narrative.Ⅱ.Teaching Time:Four periodsⅢ.Background Information:1.Body DistanceUnconsciously,we all keep a fortable distance around us when we interact with other people.This space between another person and us forms invisible walls.The amount of space changes depending on the nature of the relationship.For example,we are usually more fortable standing close to family members than to strangers.Personality also determines the size of the area with which we are fortable when talking to people.Introverts often prefer to interact with others at a greater distance than do extroverts.Cultural styles are important too.A Japanese employer and employee usually stand farther apart while talking than do an American employer and an tin Americans and Arabs tend to stand closer than Americans do when talking.For Americans,the usual distance in social conversation ranges from about an arm's length to four feet.Less space in the American culture may be association with either greater intimacy or aggressive behavior.Americans will say,“Excuse me〞,even for the slightest accidental touching of another person.This tells us how unfortable Americans are if people get too close.Help:①unconsciously adv. 无意识地②interact with 原意“相互作用〞，此句中可译成“相处〞③invisible adj.看不见的，无形的④nature n.性质、本质⑤personality n.个性⑥determine v.决定着⑦introvert n.性格内向的人⑧extrovert n.性格外向的人⑨cultural styles 文化风格⑩Latin Americans and Arabs 拉丁美洲的人和阿拉伯人○11tend to 倾向于○12range v.X围是○13be associated with 与……相联系○14intimacy n.亲密○15aggressive adj.有攻击性的○16behavior n.行为，举止○17accidental adj.意外的2.Making a GestureAs special body movement can carry meaning,gestures are important parts of nonverbal munication.Some gestures have e to be accepted in general as having the similar meanings,such as a handshake is the most mon gesture that goes with a greeting,waving an outstretched(伸出的) hand with open palm is the gesture for ‘goodbye’ and so on.Here are some gestures that are widely used in the English-speaking countries and certain other countries or places.Do you know the meaning of these gestures?The gestures which would be understood by speakers of English are:Number 2,the ‘thumbs down’ sign,would be understood as a rejection(拒绝) or refusal.Number 4 means ‘good luck’ and ‘let's hope for the best’,and there is a verbal equivalent(相同) which is,‘Keep your fingers crossed!’.Number 7,stroking(轻抚) the chin,shows that the person is thinking carefully about a problem.Number 8 means,‘I do not know.’It often acpanies(伴随) the expression.‘Search me!’.Finally,number 10 indicates(表示) that a person is regarded as crazy.It is normally only used when talking privately(私下地) about a third person,but is more likely to be used as a joke.The gestures which are not mon to speakers of English are:Numbers 1 and 3 are sometimes used to indicate that there is something strange or suspicious(怀疑的) surrounding the topic of conversation.Number 5 suggests some sorts of conspiratorial(搞阴谋的) behaviour used between people who know each other well.(All of the above signs may be known in some parts of Britain,but they are not widely used.)Number 6,which is widely used to mean ‘Wait’ or ‘Slowly’ in the Arab world,can be ‘insulting’(侮辱人的) in Italy.Number 9 is the gesture for ‘Hello!’ as used by Italians.Some English speakers might confuse(混淆) this with the wave that sometimes acpanies,‘Goodbye!’.The First PeriodTeaching Aims:1.Learn and master the following:confuse confused avoid contact disagree ahead go ahead2.Train the students' listening ability by listening and answering some relative questions.3.Learn to express yourself using facial expressions.4.Help the students to make offers and requests.Teaching Important Points:1.Train the students' listening ability.2.Encourage the students to learn to make offers and requests by speaking.Teaching Difficult Points:1.Learn to describe gestures and facial expressions.2.Finish the task of speaking.Teaching Methods:1.Listening-and-choosing activity to help the students go through with the listening material.2.Looking-and-guessing method to help the students learn to use gestures and facial expressions correctly.3.Individual,pair or group work to make every student work in class.Teaching Aids:1.a slide projector2.a tape recorder3.the blackboardTeaching Procedures:Step Ⅰ.Greetings and Lead-inT:Good morning/afternoon,everyone!Ss:Good morning/afternoon,teacher!(The teacher signs the students to sit down without saying,“Sit down,please.〞And then the teacher says the following.)T:How do you see what I meant?Ss:We know that by your gesture.T:Yeah,sometimes we can express ourselves using gestures or facial expressions.Imagine that you are having a stomachache.How can you let us know that without speaking?Who'd like to use your expressions and body movements to express it?(One student gives a performance.After that,the teacher may ask some other students to give some similar performances using expressions and body movements and let the class guess the meaning of them.)Step Ⅱ.Warming upT:Thank you for your performances.Today we're going to learn Unit 21 “Body language〞.(Bb:Unit 21 Body language)First,let's learn some phrases and words in this period.(The teacher and the students begin to learn the new words and phrases.) T:OK.Now open your books at Page 45 and look at the five pictures in it.Discuss in pairs and see if the persons in the pictures are happy,sad,angry,confused or tired.And match each picture with the correct emotion and the correct sentence below the pictures.After a while,I'll ask at least five students to talk about the pictures before the class.(Three minutes later.)T:Who'd like to describe Picture 1?S1:The person in Picture 1 is confused.Maybe he doesn't know what to do.T:Are you sure your description is right?S1:Yes,I am.T:What makes you think that the person in this picture is feeling confused?S1:His facial expression.T:Very good.Can you give a performance to show you are confused?(The student gives a performance.)T:Thank you.Sit down,please.Now let's talk about the other four pictures.And give performances.One student,one picture.S2:(Picture 2)The person is feeling angry.—I can't believe she said that!That is so unfair.S3:(Picture 3) The person is feeling sad because he/she have lost his/her wallet.S4:(Picture 4) The person is happy because she/he got an A on her/his exam.S5:(Picture 5) The person is feeling tired because he/she says it's been a long day and he/she can't keep his/her eyes open.T:Very good.Now look at your classmates and tell how they are feeling today by the way they sit or stand.(After two minutes,the teacher asks some students to tell how their classmates are feeling.After that,the teacher says the following.)Step Ⅲ.ListeningT:Let's do some listening.Read the requirement first.(After one minute.)T:Do you know what you should do after you listen to the tape?Ss:yes.T:OK.I'll play the tape only once.You must listen carefully and then choose the best answer to each question.(At last the teacher asks some students to read out their answers and checks them.)T:Right.Now I'll give you a performance task.I read out the following sentences.You must use body language to express what I mean.For example,you must use your body language to municate this idea:You are enjoying something.(Then the teacher gives a performance.)Are you clear?Ss:Yes.(The teacher begins to read out the following sentences.Meanwhile,the students give the performances.1.You are not enjoying something.2.You like someone.3.You want to leave because you are in a hurry.4.You are interested in what someone is saying.5.You are not interested.6.You disagree with what someone is saying.7.You would like to talk to someone.8.You are saying goodbye to sb.)Step Ⅳ.SpeakingT:OK.So much for listening.It's time for us to do some oral practice.Listen carefully and answer some questions.We often go to the bus station,the railway station or the airport to meet someone.What should you say when seeing him/her ing?Ss:Hello!/Hi!T:Yes.What should you say if he/she is carrying a heavy suitcase?Ss:Can I take the suitcase for you?Ss:Would you like me to help you with the suitcase?…T:Very good.Here is a dialogue between Paul and an old man on Page 46.Paul saw the old man carrying a very heavy suitcase.Then he went up to help the old man…Now read it aloud and find out the sentences offering help and the ones accepting and refusing help.(After a while,the teacher asks some pairs to act out the dialogue before the class.)T:Thank you for your wonderful performances.Please go back to your seats.Now tell us how Paul offers help in the dialogue.S6:Would you like me to help you with it?Is there anything else I can do for you?T:Right.How did the old man accept Paul's help?S7:Yes,please.It's very heavy.Thank you.That's very kind of you.T:Good.How did the old man refuse Paul's help?S8:No,thank you.Thanks for all your help.T:Quite right.Now,please look at the useful expressions on Page 46.Work in e the expressions to make up a dialogue according to one of the situations in Speaking.And then I'll ask some of you to act it out.Suggested answers:(A is late for a flight and A wants to go ahead of the queue.)A:Excuse me,sir.My plane is taking off.Could you please let me go ahead of you to take it?B:Yes,please.My flight has been put off for some reason.A:Thank you very much.B:Not at all.Is there anything I can do for you?A:No,thank you.Thanks for all your help.Situation 2(Being old and sick,you are on a crowded bus and you want to sit down.)A:Excuse me,sir.I'm a little tired and I am not feeling very well.Could you please let me share the seat with you?B:Certainly.e here and sit down.A:Thanks a lot.B:It's my pleasure.Step Ⅴ.ConsolidationT:You did very well.Now let's fill in the table.Please write down the expressions making requests and offers,and accepting offers and refusing offers.You may write them on a piece of paper.After a while,I'll ask one of you to write them down on the blackboard.(Write the table on the blackboard.)(When the students write,the teacher goes around the students to help them.After a while,ask some students to write the phrases on the blackboard.After finishing the table,the teacher can give the students an exercise.)T:Now let's do an exercise.This exercise is a bit difficult.You can have a discussion while doing it.(Show the following on the screen.)plete the dialogue with the phrases given below.1.A:Good morning.__________B:I'd like to have one of the red T-shirts.2.A:___________B:Yes,please.Can you tell me the way to the railway station,please?3.A:___________B:Yes,please.Put the box in that corner.4.A:___________B:No,thanks.I can manage it myself.5.A:___________B:No,thank you.Thanks for all your help.A.Would you like me to do it for you?B.What can I do for you,sir?C.Can I help you?D.Would you like some help?E.Is there anything else I can do for you?Suggested answers:1.B2.C3.D4.A5.EStep Ⅵ.Summary and HomeworkT:Today we've learned how to municate using baby language.We have also learned some phrases to make requests,make offers,refuse offers and accept offers.(Pointing to the Bb.)You must remember them.After class,try to make up a dialogue using the useful expressions and preview the reading passage.Step Ⅶ.The Design of the Writing on theBlackboardUnit 21 Body languageThe First PeriodStep Ⅷ.Record after Teaching__________________________________________ __________________________________________ __________________________________________ __________________________________________。

unit人教版高一英语Unit21的所有教案[整理八套]

教学过程:Step1. Warming up1. Lead inIn last unit, we have learned something about agriculture. And in this unit, we will learn something interesting. Do you know tongue twister? What is the Chinese meaning?Ok, anyone would like to say a Chinese tongue twister to us?I would like to show you a Chinese tongue twister.九月九,九个酒迷喝醉酒。

九个酒杯九杯酒，九个酒迷喝九口。

喝罢九口酒，又倒九杯酒。

九个酒迷端起酒，“咕咚、咕咚”又九口。

九杯酒，喝九口。

喝罢酒，九个酒迷喝醉了酒。

扁担长，板凳宽，扁担没有板凳宽，板凳没有扁担长。

扁担绑在板凳上，板凳不让扁担绑在板凳上，扁担偏要绑在板凳上。

2. Turn to page 50 and look at the three tongue twisters.Practise reading them slowly at first.Then practise saying the tongue twisters at a higher speed.Lets see who can speak fastest without making mistakes.Step2. Listening1. Marry 多表示“结婚，娶，嫁”，这里意为“主持……婚礼”e.g. The priest married them.The headmaster will marry the couples.2. Listen to the tape for three times3. Check the answerexercise 1: 6,5,4,3,1,2exercise 2:(1). He was a minister in the church.(2). A minister.(3). About eight kilometers from each other.(4). In a restaurant.(5). A few days later.Step3. Homework1.Preview speaking, pre-reading & reading2.Review last unit and prepare for the test3.Dictation1. couple2. minister3. tongue twister4. bitter5. humorous6. chalk7. chalk 8. intend 9. stage 10. German。

高一英语教案：下学期Unit21 Teaching plan

most famous around the world as Mr. Bean. Mr. Bean is funny because he makes
funny faces, he acts silly, he seems to be quite stupid, and the things he does are
2) When did they get married?
3) He has been married for three years.
4) He has been married to Alice for three years.
5) Are you single or married?
6) He married his daughter to a teacher.
3. Think
Do a personality description about myself and ask what humour is.
In what performances do we often enjoy humour?
Clown, comedian, funny story, crosstalk, sketch, joke, comedy, joke, mime and farce……) 4. Look at some humourous pictures
1. A recorder 2. A projector 3. A computer
1. Listening some materials to improve the students' listening ability. 2. Discussion to let the students express themselves freely. 3. Group work or pair work to give every student a chance to express themselves.

高一英语下册 Unit21 Body language(第二课时)教案大纲人教版第一册

The Second PeriodTeaching Aims:1.Learn and master the following words and expressions:fold anger vary thumb crazy nod part hug bow palm shrug incredible pat get through tear down chart2.Train the students' reading ability,especially the skills of summarizing and scanning.3.Encourage the students to communicate using body language.Teaching Important Points:1.Train the students to summarize the main idea of each paragraph.2.How to get the students to master the two useful expressions:get through,tear down.3.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult Points:1.Master the body language in this period.2.How to summarize the main idea.Teaching Methods:1.Discussion before reading to make the studentsinterested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they've learned better.4.Pair work or group work to make every student work in class.Teaching Aids:1.the multimedia2.a tape recorder3.the blackboardTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.T:In the last period,we learned some expressions to make requests,make offers,accept offers and refuse offers.Who can make up a dialogue using them?OK,you two.Please come to the front to act it out.(Two students begin to act.After that,the teacher says the following.)T:Thank you for your wonderful performance.Please go back to your seats.Step Ⅱ.Pre-readingT:As we all know,we can communicate not just by words but also by our expressions and body movements.But the same gestures in different countries have different meanings.For example,nodding the head means agreement in our country,while in some Asian countries it means disagreement.If you want to learn more about body language,please read the passage “Body Talk” on Page 47 carefully.Before reading,we'll learn the new words and phrases in this period.(Let the Ss read the words and phrases after the tape.The teacher can give a brief introduction to the Ss if necessary.) T:Now look at the three questions on the screen and discuss them in groups of four.(The teacher uses the multimedia to show the questions on the screen.)(The teacher gives the students three minutes to discuss and then asks some students to answer them.)T:(Three minutes later.)Have you finished?Ss:Yes.T:OK.Who'd like to answer the first question?S1:Let me try.I can guess what someone is thinking or feeling by looking at their body language.For example,when I see someone holding their nose,I can see they are smelling something terrible.T:Very good.Let's go on.The second question.Any volunteer?S2:I'll try.I think people from different parts of the world and from different parts of China use the same body language.For example,waving one's hand is to say “Goodbye”in both our country and foreign countries.S3:I don't agree with S2.I think different countries have different body language.For example,men in Russia,France and Arab countries kiss each other when they meet,while men in China or Australia shake hands instead of kissing.People in different parts of China almost have the same body language.(As to the third question,the teacher can ask some students to give performances before the class.)Step Ⅲ.ReadingT:OK.You've known something about body language.Now we are going to read a passage “Body Talk”,from which we will learn more about body language.Open your books at Page 47.Read the passage quickly and summarize the main idea of each paragraph.(After a while,the teacher checks their understanding.) T:Now who'd like to tell me the main idea of the first paragraph?S4:Paragraph 1.We communicate with people not only by words but also by body language.T:Yeah.Right.The second paragraph?S5:Paragraph 2.Body language varies from culture to culture.S6:Paragraph 3.The same body language has different meanings in some different countries.S7:Paragraph 4.Some gestures are universal.S8:Paragraph 5.Smile is the best example of universally understood body language.(Write the main idea of each paragraph on the blackboard.)T:Quite right.We have known the main idea of eachparagraph.Now read the passage again and answer the questions on the screen.This time you should read slowly and carefully.(Show the following questions on the screen.)(The teacher gives the students another four minutes to read the passage and then asks some students to answer those questions.)Suggested answers:1.No,not just by words.We communicate with others also by our expressions and body movements.2.In Bulgaria,parts of Greece,and Iran,“shaking one'shead” means “Yes”.3.Just like spoken language,body language varies from culture to culture.Making eye contact—looking directly into someone's eyes in some countries is a way to show that one is interested;in other countries,however,eye contact is rude or disrespectful.So we need to be very careful about our body language and gestures.4.We use both spoken language and body language to express our thoughts and opinions and to communicate with other people.We can directly know what they are really saying by words.But when we want to express our complex thoughts,opinions and views,body language can't express them correctly.5.Because body language varies from culture to culture.For example,for “OK”,making a circle with one's thumb and index finger,has different meanings in different cultures.In Japan,someone who sees another person making the gesture will think it means money.In France,a person seeing the same gesture will think it means zero.In Brazil and Germany,however,the gesture is rude.Step Ⅳ.Language StudyT:OK.You are familiar with the passage.But you shouldalso pay attention to some useful expressions.Let's look at their usages.(Show the following on the screen.)(Bb:vary,fold one's arm,get through,tear down,feel down)(The teacher asks some students to translate these sentences into Chinese.At the same time,the teacher explains the underlined phrases.)Step Ⅴ.Listening and ConsolidationT:Now look at your books.I'll play the tape.Listen carefully.You can follow it in a low voice.Pay attention to the stress and intonation.(After that,the teacher says the following.)T:From the text,we know people can use body language to communicate,but some body language is different in different countries,that is to say,when we want to express the samemeaning,people in different countries use different body language.Look at the chart in Pages 47~48.Work in pairs or in groups.First have a discussion.Then complete the chart.In the end,I'll check the answers.(The teacher first asks the students to do the exercise orally and then shows the answers on the screen.) Step Ⅵ.Summary and HomeworkT:In this class,we've read a passage about body talk,and learned some body language.We have also known that not all the body language means the same thing in different countries.Different people have different ways of making communication through body language.After class,read the passage again and again till you can recite it.What's more,don't forget to preview “Word Study” and “Grammar”Draw at least 10 gestures and write out their meanings in your exercise books.And then explain each of them to your partners.Well,that's all for today.Class is over.Step Ⅶ.The Design of the Writing on theBlackboardStep Ⅷ.Record after Teaching__________________________________ __________________________________ __________________________________ __________________________________。

高一英语学案Units 21-22 (B1)(人教版高一英语教案教学设计)

【知识网络】一、重点词汇与短语1．manage 的用法小结：（1）经常用作及物动词，意思是“管理；处理；支配”。

常接名词作宾语。

例如：He managed the supermarket when the owner was away.当主人不在的时候，他管理这个超级市场。

She doesn’t know how to manage her children.她不知道如何管理自己的孩子。

（2）表示“能应付，设法做成某件事”时，常用“manage to do sth.”结构，而且常用一般过去时态。

例如：The pilot managed to circle the balloon for some time.这位飞行员设法绕气球飞了一阵。

At first, no ready technical data were available, but we managed to go without.起初,我们没有现成的技术资料,但也设法照样干下去了。

He managed to avoid an accident. 他设法避免了一场事故。

（3）manage to do sth. 与try to do sth.的区别：前者强调设法完成了某件事情，表示结果等于词组“succeed in doing sth.”；而后者强调尽力去做某件事情，表示动作;相当于“do one’s best to do sth”。

例如：We managed to get there on time.我们设法按时到达了那里。

（结果是按时到达了。

）We tried to get there on time.我们尽力想按时到达那里。

（不知是否成功。

）2． ahead的用法小结：（1）作为副词使用，ahead表示“在前；向前；提前”的意思。

例如：Walk straight ahead until you reach the river. 一直朝前走到河边。