高中英语 unit1 《Body language》-grammar教案 牛津上海版S1A
BodylanguageLanguagepoints教案教学设计（人教版英语高一）
BodylanguageLanguagepoints教案教学设计（人教版英语高一）The Third Period Reading (II)Teaching goals 教学目标1. Target language目标语言a. 词汇和短语unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjectiveb. 重点句子Body language is one of the most powerful means of communication, often even more powerful than spoken language.2. Ability goals能力目标a. Enable the students to know more about body language.What is the function of body language?What is the similarity of body language?How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?What is the difference of body language between various cultures?b. Enable the students to understand better body language.What is the proper attitude towards body language?What would happen if we knew nothing about body language?3. Learning ability goals 学能目标How we can “show our feelings” with the body language learned in this unit or gained in our social life.Teaching important points 教学重点How body language shows the same or different feelingsamong people from different cultures.Teaching difficult points 教学难点How to tell that the same body language shows different feelings in different cultures.Teaching methods 教学方法Fast reading: dealing with the “true” or “false” questions.Discussion: the importance of body language.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?4. How can different body language express the same feeling or idea in different cultures?2 Fast readingTURE OF FALSE1. Body language is never as powerful as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. You can threaten a person by refusing to speak.4. You should not greet your new boss by giving her or hima hug.5. Body language is the same all over the world.6. Most people can understand each other if they try.Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.Ss: Yes, Sir.T: What information have you got?S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?S3: And the most important of all is that we have to makesure whether we can trust people we do not know, and we have to show that we are not dangerous.S4: Quite true. We have different ways to show our hands -our open hands, which means that we are not armed and we are friendly.S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the right hand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslimswill touch their heart, mouth and forehead to show respect.S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.Several minutes later.T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous.S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
(完整word版)牛津高中英语模块三Unit1语法教案设计
牛津高中英语模块三Unit1 语法教课设计设计一、内容剖析：本课的教课内容是牛津高中英语模块三Unit1 的 Grammar and usage 板块。
这个板块教授的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句等主要的从句，以及 that, if 和 whether 三个关系词的使用。
因为名词性从句是本单元的教课要点，又是学生新接触的知识点，所以本节课经过课件、教师的解说与指导和学生的自主与合作学习，力争获得优秀的教课成效。
二、对象剖析：高一学生已经具备必定的抽象逻辑思想能力，可是名词性从句内容多且复杂，不简单掌握。
所以，部分学生可能会产生反抗或畏难情绪。
本节课将创造轻松快乐的氛围，让学生踊跃主动地参加到讲堂教课中来，实现学生在教课中的主体地位。
三、教课目的：·知识目标：学生能掌握名词性从句的种类（主语从句、表语从句、宾语从句、同位语从句等）、关系词（ when, where, who, how, whether, if ,that 等）及用法。
·感情目标：激发学生的学习兴趣，使他们仔细倾听教师的解说，重视所学知识内容；激励学生在小组活动中与伙伴踊跃合作，认识自己的学习状况。
·能力目标：学生经过所学能达成基础练习而且能写出切合语法例范的名词性从句；经过自主学习与合作学习，学生的自主研究和协作研究能力能有所提升。
·认知和思想能力的目标：协助学生剖析、比较和概括所学知识内容，进而达到重修知识结构的目的。
四、教课重、难点：·要点：名词性从句的种类和关系词·难点： that, if 和 whether 的使用原则五、教课工具：多媒体教课工具六、教课方法：解说法任务型教课法合作学习七、教课思路设计：Step 1Lead-in: contextulize grammarT:Good morning, boys and girls.Ss: Good morning, teacher.T:I read a report about Shanghai Expo yesterday. There is a lot of news about Shanghai Expo recently. Have you read anything?S1: Many people visit Shanghai Expo park everyday. It ’s very crowded at the entrance.T:Yes. That many people visit Shanghai Expo park everyday makes the entrance very crowded. It is very difficult to count how many people there are everyday. However, do want to go tthere?T:When are you going to Shanghai Expo park?S2: I ’m not sure. Maybe in the summer holiday.T:Oh, whether you are going to Shanghai Expo park has not decided. I wonder if you haveany opinion about Shanghai Expo? What about you?S3: I think it is very important.Because many Chinese people can learn culture of foreign countries in China.T: Yes. It provides a good opportunity that we Chinese people can learn foreign cultures without going abroad. Anything else?S4: I think foreigners can see China ’s progress.T: Good. What achievements China has achieved in recent years can be sensed by foerign friends.Step 2Presentation: introduce noun clausesing a noun clause as the subject of a sentence (主语从句 )“it”can be used as an empty subject2. Using a noun clause as the object of a (宾语从句 ):VerbPrepositionI ’m interedted in who that tall man is..There was a discussion about whether Polly had found the blind man“it”can be used as anempty object .We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.3. Using a noun clause as the predictive of be ( 表语从句 )The truth is that the fog is too thick for the bus to run that far.My question is whether Polly can find her way home.The problem is how Polly is going to find us in the crowd.4. Using a noun clause in apposition to a noun (同位语从句 )The fact that Polly didn’task for the man’s name is a pity.The news that the plan had crashed made us sad.Whatrever gave you the idea that I can sing?ing that, if/whether or a question word to begin a noun clauseI hope that Polly will be OK.No one knew if/whether he lost his sight because of an accident.Step 3 Task1: ask the students to finish the exercise on page 9 and try to intothe categories made in Step 2. (individual + pair work)主语从句：but why pleasant smells do not reduce pain in men is a question still to be answered byscientists .同位语从句：The possibility that pleasant smell might reduce pain has recently been suggested by new research.One explanation is that women ’s sense of smell deveploped long ago, and is linked to recognizing the smell of babies.宾语从句：(1) Verb:As people believe that strong smells can affect the senses, volunteers were asked not to eat or drink for eight hours before the experiment began.He says that scientists already have data from40 volunteers.He adds that this year, scientists will test another 60 volunteers and will be in a better position to explain the results.Scientists used to believe that mothers recognized their children by sight only.Now, they have started to believe that the sense of smell also helps ,(2) Preposition:Scientists are interested in whether the sense of smell is related to pain and whether man and women have the same senses .Step 4 Practice: summarize introductory words and ask the students to do exercises名词从句指引词： that、if 、whether( 连结词 ); who 、whose、what、which( 连结代词 ); when 、where、 why 、how 、 how long( 连结副词 ).______________ the earth is round is true.Do you know ______________ he lives?My opinion is ______________ you should not go alone.The student ______________ answered the question was John.He did not know ______________ had happened.I wonder _______________ she can come tomorrow.Can you tell me ______________ the dish is made?Do you have any idea ______________ will Miss Smith arrive?We should think carefully about ____________ Mr. Green said at the meeting. Step 5Presentation: noun clauses beginning with that or if/whether1.We use that to introduce a noun clause when the clause is a statementShe sensed smething. A tall man in a dark coat was staring at her.She sensedthat she was being watched by a tall man in a dark coat.Some principles should be remembered:(1)that is not used to begin a noun clause after a preposition in most cases, but it can be usedto begin a noun clause after in or except.The problem lies in that the mist may become a thick fog.I didn t’tell him anything except that I wasn’table to find my way back.(2)that can not be left when the noun clause is the subject of a sentence.That we couldn/t find our way out was really bad news.(3)that can be dropped in informal English when the noun clauses is the object orpredicative of a sentence.She wished (that) someone would come along to help her.The truth is (that) the buses will not be running.2. We use if or whether to introduce a noun clause when the clause is a yes/no question . Wechange the word order in a clause after if or whether into that of a statement.She wondered. Would the buses still be running?She wondered if/whether the buses would still be running.Some principles should be remembered:(1) whether but not if can be used after a preposition.She is not certain about whether she has done anything wrong.(2)Only whether can be used when the clause as the subject is at the beginning of the sentence.Whether it is going to clear up keeps me wondering.(3)We use whether or not , but not if or not .We want to know whether or not the train goes to King Street.3. If that or whether/if introduces a noun clause that has two sentences connected by and or but,We add another that or whether/if after and or but.He said that he liked rain very much and that he wouldn ’t use an umbrella when it was rainning.No one knows whether it will be fine tomorrow and whether he will come to work.Step 6 Practice: Ask the students to finish the two exercises on page 11 (check and give feedback)Step 7Homework: ask the students to write a summary of the reading text they learned by using noun clauses.八、板书设计：名词从句指引词：连结词： that、 if 、whether连结代词： who、 whose、 what 、 which连结副词： when、 where、 why 、 how、 how long九、教课反省：。
Body Language教案(北师大版)
Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。
“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。
“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。
“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。
【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。
b．让学生能结合口语及身势语来表达自己的思想。
c．训练学生通过听、说练习提高自己的听力水平。
【教学难点】a．身势语的中外文化的区别及其动作的正确表达。
b．学生课外查阅资料的能力培养。
【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。
c．使学生能根据key words把相关事实和信息联系起来。
3．情感态度与文化意识目标a．充分发挥情感教学的优势。
b．加强学生的团体协作意识。
c．了解东、西方文化的区别。
【教学方法】1．“任务型”教学的设计理念。
2．英语教学和情感教育的有机结合。
3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。
【设计构想】英语作为基础教育课程之一，历来备受重视。
面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。
然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。
高中英语 unit1 Body language-grammar教案 牛津上海版S1A
Chapter1.Body language-grammar教案Language一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次: 本课和高二（下）第一课。
本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。
故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。
（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。
（三）教学方法口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握) （四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲3C部分省略不讲二、教学设计（Teaching Designs）1Ask students to find the sentences which have the form of v.+ing in the text .(possible answers):He gave an encouraging smile.Communicating is more than speaking and listening.She is holding her head up.2Explain the meaning and features of gerunds.Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only “communicating, speaking, and listening” are gerunds. As a noun, gerunds can be used as subject, verb object, preposition object, predicative and attributive.Step Two Presentation1Gerunds as subjects1)Example:T: What does shaking hands mean?S1: Shaking hands is a sign of friendship.S2: Shaking hands means that you are friendly.（动名词作主语时，位于动词用单数）2)PracticeStudents practise according to the example. They work in pairs. S1makes questions using the pictures and turning the verbs in bracketsinto –ing nouns. S2 chooses answers from the box.Shaking your fist is a sign of anger.Sighing is a sign of sadness.Yawning means that you are sleepy.Closing your eyes means that you are thinking.Whistling means that you are happy.Scratching your head means that you are thinking.Bowing is a sign of respect.(补充讲解句型It is (was) no use/good doing something.)2Gerund as verb objects1)Example:T: I didn’t know you could swim.S: Didn’t you? I love/ like swimming.T: So do I. I really enjoy swimming.I don’t. I hate / dislike swimming.I prefer walking.2)Practice:Students work in pairs to make similar dialogues about the pictures.Follow the example.3)Tell students some other verbs which have such usages.admit, appreciate, avoid, be worth, complete, finish, deny, delay, postpone, escape, practice, suggest, miss, allow, permit, forbid,consider, imagine3Gerunds after prepositionsOn her first day at work, Debbie saw the things. She didn’t know whatthey were for, so she asked Mr Yang.Work in pairs to complete their conversation. S2 should answer S1, using –ing nouns made from the verbs in the box along with “for”.1)Example:T: Excuse me, but what are these _keys_____ for?S: They’re _for____ __locking_____ the drawers of the desk.2)Practice:Students work in pairs to make similar dialogues about the pictures.Follow the example.S1: And this _______?S2: It’s _______ ________ letters.S1: What about these _______ ________?S2: They’re _______ ________ your paper together.S1: This ________. What’s it for?S2: It’s _______ _______ the dates on documents.S1: And these ________?S2: They’re _______ ________. They’re a present for your first day at work.( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to, lead to, pay attention to, be devoted to, object to例如：Let’s get down to talking about your future.I’m look forward to hearing from you.)（见课件：gerund）[链接2]1下列句型后用动名词1)It’s no use / good doing…2)There is no point (in) doing …3)It’s worth doing…4)…can’t help doing…〖典型例句〗1)It’s no use crying over the spilt milk.2)The place is well worth visiting again.3)There is no point cheating in the exam.4)We can’t help laughing at the joke.5)It’s no good copying others’ homework. 2下列动词后常接动名词做宾语1)admit, appreciate, avoid2)complete, consider3)delay, deny4)endure/stand, enjoy, escape, excuse5)finish6)imagine7)keep8)mind, miss9)postpone, practice10)resist, risk11)suggest巧记这些动词的诀窍：继续坚持勿停止；盼望完成莫推迟错过成功会后悔；惯于冒险须放弃避免原谅不逃脱；忙于欣赏禁不住介意练习很值得；考虑建议末延迟想象无用已无益；记得做过勿忘记禁止使用不定式〖典型例句〗1)I enjoy reading books in bed though it is not a good habit.2)I can’t imagine going to any place without you.3)Would you mind opening the door for me?4)He suggests reading English every day.5)The bird missed being shot.6)He escaped being punished by running away.3下列动词短语种to为介词1)be (get)used to2)get down to3)look forward to4)pay attention to5)be devoted to6)object to7)lead to〖典型例句〗1)I used to get up late, bu t now I’m used to getting up early.2)After discussing with his deskmate, he got down to writing hiscomposition.3)I’m looking forward to hearing from you.以下几点可以在以后单元里讲解：1)need/ want / require 句型2)love, like, hate 后接 to do 与doing 作宾语的区别3)stop, remember, regret, try, mean, go on, forget后接 to do 与doing作宾语的区別4)allow, permit, consider, advise后接 to do 与doing 作宾语和宾补的区别5)动名词的时态和语态6)动名词的复合结构[链接3]Ⅰ 单选：1.Do keeping _____, will you?A. to tryB. tryC. having triedD. trying2. We are all looking forward ______ Mr. Smith next week.A. to seeB. of seeingC. at seeingD. to seeing3. He spent all his time ______ for the final examination.A. to prepareB. of preparingC. in preparingD. to preparing4. The boy is only five years old, but he is quite used _____ the telephone.A. to answerB. to answeringC. of answeringD. by answering ５. ______soundly is better for your illness than taking medicine.A. To sleepB. SleepingC. SleepD. Having slept６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.A. to makeB. makingC. makeD. to go for７. I consider _____ of every fish is a kind of murder.A. takingB. a takingC. the takingD. to take８. My grandfather is a rich man, but ______ money does not solve all his problems.A. hasB. to haveC. havingD. having had９. It is no good ______ him to see you off.A. to expectB. expectingC. of expectingD. for him to expect １０.There is one more book worth ______.A. readB. of readingC. being readD. reading１１.He liked ______ many questions at the press conference.A. being askedB. askingC. of askingD. ask１２.We had no trouble ______ the path through the forest.A. to findB. for findingC. findingD. with findingII.用括号里的动词的正确形式填空：1. He insisted on _______（do ）the work in some other way.2. The windows want / need / require to be cleaned. That is, they need /want / require _____ (clean).3. He practiced _______(play) the piano every day.4. She doesn’t mind ______( work ) overtime.5. It will mean ______( benefit ) your company and mine.6. Have you decided to put off ______( go ) to the seaside?7. Peter kept (on) ______ (ask) questions.8. It’s a waste of time ______( argue) about it.9. _____ ( talk ) is easier than doing.10. Have you finished _______ (do) your homework?III．翻译：1. ______（每天晨读一刻钟）is very important in learning English.2. It’s no use _______（叹气）.3. Debbie enjoys _______（微笑着与客户交流）.4. John has just given up ______（吸烟）.5. I ______（一直盼望着访问）China again.6. He run off to avoid ______（看见）by his class teacher.7. This machine is for ______（切纸）.8. This book is well worth ______（读）.9. ______（挥动拳头）is a sign of anger.10. Mr. Yang suggested/advised ______ （看着顾客的眼睛）to make a good impression on him.IV．拓展题：１．---You were brave enough to raise objections at the meeting.---Well, now I regret _____that.A. to doB. to be doingC. to have doneD. having done2．The patient was warned _____ oily food after the operation.A. to eat notB. eating notC. not to eatD. not eating3．She looks forward every spring to _____ the flower-lined garden.A. visitB. paying a visitC. walk inD. walking in4．The little time we have together we try _____ wisely.A. spending itB. to spend itC. to spendD. spending that 5．While shopping, people sometimes can’t help ______ into buying something they don’t really need.A. to persuadeB. persuading D. being persuaded D. be persuaded6．What worried the child most was ______ to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed7．Tony was very unhappy for _____ to the party.A. having not been invitedB. not having invitedC. having not invitedD. not having been invited8．_____ to sunlight for too much t ime will do harm to one’s skin.A. ExposedB. Having exposedC. Being exposedD. After being exposed9．The discovery of new evidence led to _____.A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caught10．One learns a language by making mistakes and _____ them.A. correctB. correctingC. correctsD. to correct11．---You should have thanked her before you left.---I meant _____, but when I was leaving I couldn’t find her anywhere.A. to doB. toC. doingD. doing12．In some parts of London, missing a bus means_____ for another hour.A. waitingB. to waitC. waitD. to be waiting13．---What’s made John so angry?---______ the tickets for the concert.A. LoseB. To loseC. Because of losingD. Losing14. The day we are looking forward to _______ at last.A. arrivingB. arriveC. arrived Ｄ. arrives15. Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.A. set upB. setting upC. have set upD. having set up附答案：Ⅰ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括号里的动词的正确形式填空：doing, cleaning, playing, working,benefiting,going, asking, arguing, Talking, doingⅢ．翻译：1.Reading for a quarter of an hour every morning2.sighingmunicating with customers with a smile4.smoking5.am looking forward to visiting6.being seen7.cutting up paper8.reading9.Shaking one’s fist10.looking at customers’ eyesⅣ．拓展题：DCDBD BDCCB BADCB。
高中高二下册英语Body language教案格式
高中高二下册英语Body language教案格式教案格式如下：教案标题：Body Language教学目标：1. 了解并学习有关身体语言的常用表达；2. 能够理解和运用身体语言以有效地交流；3. 发展学生的观察和分析能力。
教学内容：1. 身体语言的定义和重要性；2. 常见的身体语言表达；3. 身体语言在不同文化中的差异。
教学步骤：1. 引入：通过一个短视频或图片展示不同的身体语言，让学生猜测表达的含义，并与他们讨论身体语言在交流中的重要性。
2. 学习：给学生提供一份身体语言表达的列表，包括手势、面部表情、姿势等内容。
让学生阅读并理解表达的含义，并模仿和实践这些表达。
3. 练习：以小组为单位进行练习，让学生在一定情景下运用身体语言进行交流，例如模拟进行商务谈判、面试等情景。
4. 分析：让学生观察和分析不同文化中的身体语言表达方式的差异，并进行讨论。
教师可提供不同国家或地区的案例来引导讨论。
5. 总结：总结本节课的学习内容，强调身体语言在交流中的重要性，并鼓励学生在日常生活中积极运用身体语言进行有效交流。
6. 家庭作业：布置作业，让学生以小组为单位制作一个关于身体语言的海报或简短视频，展示他们学到的知识和运用。
教学资源：1. 视频或图片展示不同的身体语言；2. 身体语言表达的列表；3. 不同文化中身体语言差异的案例；4. 学生小组制作海报或简短视频的材料。
评估方式：1. 平时表现：观察学生在练习和讨论中的表现，包括是否能够准确运用身体语言进行交流以及是否能够分析不同文化中的身体语言差异；2. 作业评估：评估学生小组制作的海报或简短视频，包括内容的准确性和创意性。
备注：教师在教学中应注意引导学生尊重不同文化中的身体语言表达方式，并避免对某种表达方式进行刻板印象或歧视。
高中英语《body language》教案
中小学教师资格面试备课纸准考证号：姓名：所在考场：学科：抽题时间:1.题目：Body Language2.内容：We use body language to express our thoughts and opinions in our interactions with other people. We can learn what people are thinking by watching their body language.Just like spoken language, body language varies from culture to culture.For example,looking into the eyes is a way to display interest.In other countries,eye contact is not socially permitted in the mid-eastern countries.In Japan, it might be rude.The gesture“ok”has different meanings.In Japan,it means money.In France,a person seeing an identical gesture may interpret it as meaning zero.3.基本要求：1）配合适当板书；2）针对内容，设计语篇阅读教学活动；3）全英试讲十分钟。
Teaching PlanBody LanguageI.Teaching AimsKnowledge Aim:Students can know the different meanings of body gestures and learn new words.Ability Aim:Students will be able to grasp the detailed information by searching key words.Emotional Aim:Students will know the cultural differences and how to communicate with different people.II.Teaching Key&Difficult PointsStudents can understand the passage and know more strategies of transcultural communication.III.Teaching Method:Communicative approach;Task-based teaching methodIV.Teaching Aids:PPT,BlackboardV.Teaching ProceduresStep1Lead-in1.Greeting students.2.Ask students to greet each other with gestures.Step2Pre-reading1.Discussion:What gestures do you know?2.Which gesture is commonly used around the world?Step3While-reading1.Can you understand what people are thinking by their body language?2.What similarity do body language and spoken language have in common?3.Should you look into the eyes of people if you are in Japan?4.What does the“OK”gesture mean in Japan and France?Step4Post-readingRole-play:mime performance.Other students guess.Step5Summary&HomeworkSummary:Teacher and students summarize together.Homework:search on the Internet some interesting body gestures and how they are used.VI.Blackboard Design。
高中一年级第一学期Unit 1 Body language Reading教案
牛津上海课标版高中英语Unit1 Body Language教学设计教学内容及学情分析：1.Analysis of the teaching material本课例选自牛津上海课标版高中英语教材第一本单Body Language中的Reading部分。
本单元的中心话题是“体态语”，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
通过本课的学习，培养学生良好的礼仪。
2.Analysis of the students学生刚进入高中，为了更好地处理初高中知识衔接以及对学生进行学法指导，激起学生学习英语的兴趣，教师可以向学生展示一些生动形象的图像和不同含义的肢体语言图片，从而调动学生的学习积极性，激发学生学习兴趣，为顺利进入本课学习做准备。
Teaching content：Period 1 Reading －Body Language Teaching goals教学目标1.Knowledge goals知识目标a.Master the key words and phrases：facial, communicate , expression,remind,remark,prefer,hesitation,gestureb.Master the sentences structures:①Act out the following actions, please.②Please show the actions, using body language.③Now it is your turn to show the action / gesture.2. Ability goals能力目标①Enable the students to understand body language.②Develop the students reading sills skimming, scanning and detailedreading③Enable the students to use body language in different situation.3.Emotional goals情感目标①Help the students learn how to express themselves in body languagewhen needed.②Help the students understand others when body language is beingused.③Enable the students to know the importance of body language andmean while develop good manners.Teaching key points:教学重点① Let students know the importance of body language.②Enable students how to use body language in the most appropriateoccasions.③Develop the students reading sills skimming, scanning and detailedreadingTeaching difficult points教学难点① Enable the students to realize the importance of body language incommunication②Let the students know what the passage mainly talk about. Teaching methods教学方法① Individual work, pair work and group work.②Skimming,Scanning Detailed reading.③Task-based teaching method; Role playing method.Teaching aids教具准备Multimedia computer, a projector , teaching planTeaching procedures & ways教学过程与方式1.Great the students （肢体语言）2.课前三分钟德育教育：安全教育（珍爱生命.预防溺水）新授：Step 1: Lead-in and Warming upUse the gesture(stand up＆sit down) lead the body languageStep2:Do the guessing game1)Show some pictures about body language2) ask some students to guess the meaning3) Give the definition about Body LanguageStep3: Pre-readingTask1:Watch a short video and answer three questions;①How many people are there in the video? Who are they?②Where are Debbie and Simon?③What is the main topic of the story?Step 4: ReadingTask2: Skimming①What writing style(体裁) is this passage?②How should we read this passage?③Who gives Simon advice?Task3: Scanning-rankPut the sentences into order(d, b, g, a, h, e, c, )A.Mr Young said that bfody language is important.B.The lady walked over Debbie instead of Simon.C.Simon began to sit up and smile.D.a well-dressed lady entered the travel agency.E.Mr Young said that Debbie made others feel welcome.F.Simon's sister reminded him of her birthday.G.Simon walked over to the fax machine.H.Mr Young said that Simon looked downwards.Task4: Detailed reading1.Why did Simon not look happy?2.Why do people prefer to talk to Debbie?3.Why do people not go to Simon for assistance?4.What happened after Simon decided to sit up and smile at people?5.Who was the girl that walked over to Simon6.What are the three aspects of communication?Step5: Post readingTask5: List the body language between Debbie and Simon.Task6: DiscussionDiscussion about Debbie and Simon the effects who do you prefer different body language ?Why?Step6: Emotional EducationWhat is the best example of universal body language in the world ?Smile is a bridge to the world.Step7:Homework1.Finish C1 and C2 on P.4.2.If you were Simon, what would you change yourself?。
教案精选：高一英语《Body Language》教学设计
教案精选：高一英语《Body Language》教学设计教案精选：高一英语《Body Language》教学设计(一)明确目标1. Learn to communicate with body language.2. Train the students’ reading ability.（二）整体感知Step 1Read the passage “Body Talk”, and let the students know people from different parts of the world use different body language.（二）教学过程Step 2Get the students to read the text and discuss pre-reading and post reading questions.(1) How is body language different from spoken language? What do they have in common?(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?Step 3Work in pairs. Complete the chart on page 60.Step 4Listen to the tape and read the passage.Step 5Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.（四）总结、扩展Step 6Do “Word-study”Step 7Grammar The -ing Form (2)Step 8Do Exercise 2--3 on page 62.（五）随堂练习用适当的词填空:Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one’s hand _____ to say “Goodbye”.Shaking hands ____ welcome, and clapping(拍) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.参考答案：helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy。
Unit 1 Body language优秀教案
Teaching PlanModule 5 Reading and VocabularyA Life in Sport王瑜I.Teaching Aims1.The students are able to learn updated information related to the text in the students’ book.2.The students are able to understand challenging words and sentences according to the context.3.The students are able to perceive the hidden and unspoken implication of the text.4. The students are able to analyze the text through the organizational structure and the inner logicrelation within the text to achieve a further and better understanding.5.The students are able to relate the text with their personal experiences and reflect on their life.6.The students are active in individual work, discussing in pairs and groups, sharing learninginformation and expressing different opinions.II. Teaching FocusAfter learning, the students are able to learn and practice their reading skills in information searching, text analysis and comprehension.III. Teaching AidsMulti-media system, blackboard, handouts, etc.教学反思：教学重点突出，教学设计体现了以学生为主体，老师与学生的配合默契、自然。
Unit1_Body_language_教学案
Unit 1 Body LanguageReading1. Teaching content: Reading A Body Language2. Teaching aims:1) Ss can understand the article2) Ss are able to understand and use the key phrases:Prefer… to …, go to sb for help, hold…up, without doing,3) To help Ss practice some reading skills3. Teaching difficulty: Analyze the article4. Procedures:Step 1: Before-reading1) Present the unit topic Do you know why people don’t want to talk with him?2) Present new words: sigh, gesture, hesitate, remind, cheerfully3) Present the general idea of the articleStep 2: While-reading1) Look at the picture and finish A12) Skimming: What is the problem in the article?3) Scanning:1> How did Debbie greet the old lady?2> Who helped Simon to find out the problem?3> According to Chris, what is the Simon’s problem?4> How did Simon treat customers after Simon’s help?4) Read the article by themselves1) Do A4 2) Read Para2—para11 in rolesStep 4: Drills1) 这部电视剧给我留下了深刻的印象。
上海牛津高一英语教案U1 Body Language
牛津高一英语教案U1 Body LanguageUnit 1 Body languageFirst Period (text understanding)Knowledge Objective: to enable students to get a general idea of the materialto fill out information gap about body languageCompetence Objective: to practice students’ speaking abilitiesEmotional Objective: to help the students to know more about the cultureTeaching Procedures:I. Pre-instruction:T: In our daily life we often inevitably communicate with other people and can you tell me what are the common ways we use to exchange information with others?S: utterance(spoken words)…T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation. By the way, do you have any idea of body language?S:…T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you. and who’d like to give us some examples of body language?S:…T: So you see body language sometimes discloses people’s wishes, fears or what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex.. A)S…II. PerformanceT: and here is a story in the text about body language, from the story we will discover how it works,why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Please skim the story and list the body languages between Debbie and Simon. (pair work)S:T: So do you think body language is very important? Your ability to read or understand a person’s body language can make difference between making a good or bad impression.T: now use your own words to describe Debbie or Simon to your deskmate(pair work)with the help of the table. aboveS:…T/S: (explain and understand the verbal phrases)III.Promotion:T: Now I’d like to ask some students to use his or her body language to act out these verbal phrases and the others speak up the correct phrases.S:…T: After you have learned the body language ,I’m sure all of you will pay more attention to it in your communication with others.Homework:1.Review the verbal phrases2.Preview the vocabulary and phrases in the text and finish Ex.C1,C23.Practise reading and act out the story4.Fill out the table to know more about body languageExamples of Body Language5 .find more examples of body language6. Daily talk: My Body Language ( The body language of my family members)Second Period (vocabulary)Knowledge Objective: to enable students to learn vocabulary and phrasesCompetence Objective: to know more wordsEmotional Objective: to learn to use dictionaryTeaching Procedures:I. Pre-instruction:1.review the content of the material by acting out or retell the story2.discover the meanings of body language(check the table) and students’examples of bodylanguageS:…T: (Eye contact is one of the most important aspects of dealing with others, especially people we've just met. Maintaining good eye contact shows respect and interest in what they have to say; Distance from others is crucial if you want to give off the right signals; Nothing crossed: Keep arms, legs, and feet relaxed and uncrossed. Also, if you are wearing a jacket, open it up. It relays the message... I am open and honest with you….)II.Performance:T: Thank so much for your wonderful performance, so we have got a good revision of the whole text ,but do you have any difficulty with the vocabulary or phrases in the text?S:…T: When we meet with new words or phrases in your reading, we can turn to dictionary for help, for examples(P14.A1---8). (as many of you have not prepared an English dictionary, I will explain the vocabulary of this text for you, but you have to look up the dictionary by yourself next unit.)1.look up 抬头看Hearing his name called, he looked up from his newspaper.查阅look up sth. in the dictionaryDon’t look up every new words in the dictionary when reading an Englisharticles.2.well/poorly-dressed: adj. dress well/ poorly: v.The lady dresses well / she is a well-dressed lady.eg, newly-built, newly-passed, well-paid, well-known3.glance at 瞥一眼v&n. at first glance 咋一看He glanced at his watch to see if he had enough time to catch the flight.take a quick look at/ take(have,cast)a glance atI had no time so I just cast a glance at the headlines of the newspaper.at first glance 咋一看At first glance, the plan seemed unworkable.glare at 凝视stare at 怒目而视4. walk over to sb.5. senior adj.级别高的，资历较长的，junior adj. 级别低的a senior officerbe senior to be older than be junior to sb.He is senior to me by two years.He is two years senior to me.6.. greet:v. greet sb. (with sth.)greeting; n.we greeted them in the street with a friendly wave of hand.T: what are the common greetings in china?(…) and how about the greetings in America?(…)7. sigh: v. /let out breath heavily as a sign of disappointment or sadnesssigh deeply/ heavily 深深地叹口气sigh with despair 绝望地叹气When mother saw the school report, she sighed deeply.sign: n. breathe/ give/ let out a sigh of relief 送了一口气8. employee. nThe firm has 200 employees.n. employer employment v. employ9. what’s up/ what’s the matter /what’s happening10. prefer A to Bprefer doing A to doing Bprefer to doprefer to do rather than doeg. Some people prefer camping outside to staying in hotels.= Some people prefer to camp outside rather than stay in hotels.有些人宁可露营也不愿住在酒店。
高中英语_优课body language教学设计学情分析教材分析课后反思
教学目标：1. 让学生通过阅读文章去了解不同的文化、不同的身势语。
同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。
教学重难点：1. 了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
教学设计思想：READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。
在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来.把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。
让学生在实践中掌握阅读技巧和方法，提高阅读能力。
教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。
英语学习不仅是对语言的学习，更是对文化的学习。
教学方法：使用多媒体小组活动课时安排：1课时教具使用：多媒体、教学案教学过程：Designer: GuoShifangTeaching aims:1. Talk about the importance of body language.2. Let students have a better understanding of the text.3. Improve students’ listening,speaking,reading skills.Step 1. Fast reading.Task1. While reading, please try to divide the whole passage into four parts and match the main idea.Part 1. (para. 1) A Examples of cultural body language mistakes Part 2 B Different people have different body languages (para. 2 &3 ) C Summary of body language.Part 3.(para. 4) D The author was sent to Capital InternationalPart4.( para.5 ) Airport to meet this year’s international students.plete the main idea of the text.The text is mainly about different _____________________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we had better__________________________.Step 2. Careful reading.Part1:Main elements(因素）When: ___________________________________________________Who: ___________________________________________________Where: ___________________________________________________What: _________________________________________________________________________________________________________________Part2.Find out the two mistakes the writer found in the airport:Smithfromfrom(__________ )(__________)He approaches Ms Smith by _______ ______ _________and _______ her on the ________.She ______ ________ appearing _________ and take a few steps_______ ______ Mr. Garcia.Part3 What are the ways to greet each in different countries?Part3 What are the ways to greet each in different countries?a Japanese Akia NagataGeorge Cookfrom______ He ________ ________ _______ ________ to theJapanese. He ________ to Mr. Cook and his nose _________ Mr. Cook’s _______ ________.Part 4 True or False.And correct (改正）them.1. Body language in some countries is good while in others is bad. ( )2. All members of a culture behave in the same way. ( )3. Learning English well can certainly help avoid difficulties in today’s world ofcultural crossroads. ( )Step 3：SummaryYesterday, another student and I ____________________our university’s student __________________went to the Capital International Airport to meet_________________________________ to Beijing University. After half an hour of waiting for their ________________ to arrive, I saw several young people __________________ looking around _________.The first person who arrived was Mr. Garcia from Colombia, closely 5._____________ by Julia Smith from Britain. When they were introduced to each other, Mr. Garcia approached Ms Smith，6. _________her shoulder and 7.__________ her on the cheek. Ms Smith stepped back appearing surprised. The visitor from Japan came in smiling at the same time as George Cook from Canada.As they were introduced, Mr. Cook_______ his hand out to the Japanese who_______. His nose _______ Mr. Cook’s moving hand, and they both _________.These are examples that I’ve learned about cultural “_______________________”.Not all cultures________ each other the same way, nor are they comfortable with touching _________ or being too close or too far away. In the same way that people ___________ with spoken language, they also __________ their feelings using _______________“language”through______________________, actions or __________.Step 4: Role playSituation1: Tony Garcia (Columbia) meet Julia Smith (Britain)Situation2: George Cook (Canada) meet Akia Nagata (East Asia)Situation3: The writer (China) meet Ahmed Aziz (Jordan)Situation4: Madame Coulon (France) meet Tony Garcia (Columbia)Step 5: language points:1. (教材原句)The first person to arrive was Tony Garcia from Colombia，closely followed by Julia Smith from Britain.第一个到达的是从哥伦比亚来的托尼·加西亚，随后紧跟着的是英国的朱莉娅·史密斯。
【高一】Body language教案
【高一】Body language教案【高一】bodylanguage教案learningpaper1wordsandphraseslearningaim:tomasterthenewwordsandphrases.importanceanddifficulty:memoryofthewordsandphrases.ⅰ.words1.传递信息；交流(vi)________(n)___________2.变化______从…至…左右；在…至…之间变化________________________3.恐吓的，具有威胁的_________（v）_________4.包含；牵涉_____5.张开______6.弯角红着脸________7.凝视某人；盯着看某人_____________8.有意的；不知不觉的___________(n)___________(反义词)___________9.formal_______(反义词)_______10恫吓的__________11.传统的(adv)_______（n）_______(adj)__________12.稍微的（adv）___________13.现场的（adj）_______14.有感染性的__________15.缩短_________16.能够洞悉别人心思的人___________ⅱ.phrases.1.onguard________2.makeadeal_________3.holdup________4.upanddown_________5.偶然的_________6.向…道别___________________7打开（灯、无线电等）________关闭__________8.giveaway____________9.忙于做某事___________;____________10.shakehandswithsb._____________11.morethan_____________1.gunsandknivesaretwodifferenttypesof__________.2.someonewhohasa(n)_______attitudemaybeviolent.3.youcan______someonebysaying“hello”.4.your_______isthewayyouaresittingorstanding.5.ifyouare_______ofsomething,youdonotknowitishappening.6.a(n)_________isabusinessagreement.8.ifyou_________someoneyoubelievethemandrelyonthem.9.“givemefive!”isa(n)________greeting.10.peopleareusuallymore______withpeopletheydon’tknow.ⅳ.bestchoice1.cartaxeswillnow_____accordingtotheamountofcarbondioxideaparticularcarproduce s.a.bendb.foldc.managed.vary2.manypeoplewatchedthe___tvbroadcastofthefootballmatch.a.liveb.alivec.livingd. lively3.chinadailyis____anewspaper;itcanalsohelpusimproveenglish.a.morethanb.otherth anc.ratherthand.orrather4.jennytriedtokeepacalmappearance，buthertremblingvoice____.a.gaveherinb.gaveheroutc.gaveherawayd.gaveherover5.allthosewhoagreeplease______theirhand.a.holdonb.holdbackc.holdupd.holdoutⅴ.顺利完成句子1如果我是你，我就不会介入他们的问题(getinvolvedin) _______________________________________________.2.我们大家都要提防小偷。
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Chapter1.Body language-grammar教案Language一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次: 本课和高二（下）第一课。
本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。
故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。
（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。
（三）教学方法口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握)（四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲1Ask students to find the sentences which have the form of v.+ing in the text .(possible answers):He gave an encouraging smile.Communicating is more than speaking and listening.She is holding her head up.2Explain the meaning and features of gerunds.Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only “communicating, speaking, and listening” are gerunds. As a noun, gerunds can be used as subject, verb object, preposition object, predicative and attributive. Step Two Presentation1Gerunds as subjects1)Example:T: What does shaking hands mean?S1: Shaking hands is a sign of friendship.S2: Shaking hands means that you are friendly.（动名词作主语时，位于动词用单数）2)PracticeStudents practise according to the example. They work in pairs. S1 makesquestions using the pictures and turning the verbs in brackets into –ingnouns. S2 chooses answers from the box.Shaking your fist is a sign of anger.Sighing is a sign of sadness.Yawning means that you are sleepy.Closing your eyes means that you are thinking.Whistling means that you are happy.Scratching your head means that you are thinking.Bowing is a sign of respect.(补充讲解句型It is (was) no use/good doing something.)2Gerund as verb objects1)Example:T: I didn’t know you could swim.S: Didn’t you? I love/ like swimming.T: So do I. I really enjoy swimming.I don’t. I hate / dislike swimming.I prefer walking.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.3)Tell students some other verbs which have such usages.admit, appreciate, avoid, be worth, complete, finish, deny, delay, postpone,escape, practice, suggest, miss, allow, permit, forbid, consider, imagine3Gerunds after prepositionsOn her first day at work, Debbie saw the things. She didn’t know what they werefor, so she asked Mr Yang.Work in pairs to complete their conversation. S2 should answer S1, using –ingnouns made from the verbs in the box along with “for”.1)Example:T: Excuse me, but what are these _keys_____ for?S: They’re _for____ __locking_____ the drawers of the desk.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.S1: And this _______?S2: It’s _______ ________ letters.S1: What about these _______ ________?S2: They’re _______ ________ your paper together.S1: This ________. What’s it for?S2: It’s _______ _______ the dates on documents.S1: And these ________?S2: They’re _______ ________. They’re a present for your first day at work.( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to,lead to, pay attention to, be devoted to, object to例如：Let’s get down to talking about your future.I’m look forward to hearing from you.) （见课件：gerund）[链接2]1下列句型后用动名词1)It’s no use / good doing…2)There is no point (in) doing …3)It’s worth doing…4)…can’t help doing…〖典型例句〗1)It’s no use crying over the spilt milk.2)The place is well worth visiting again.3)There is no point cheating in the exam.4)We can’t help laughing at the joke.5)It’s no good copying others’ homework.2下列动词后常接动名词做宾语1)admit, appreciate, avoid2)complete, consider3)delay, deny4)endure/stand, enjoy, escape, excuse5)finish6)imagine7)keep8)mind, miss9)postpone, practice10)resist, risk11)suggest巧记这些动词的诀窍：继续坚持勿停止；盼望完成莫推迟错过成功会后悔；惯于冒险须放弃避免原谅不逃脱；忙于欣赏禁不住介意练习很值得；考虑建议末延迟想象无用已无益；记得做过勿忘记禁止使用不定式〖典型例句〗1)I enjoy reading books in bed though it is not a good habit.2)I can’t imagine going to any place without you.3)Would you mind opening the door for me?4)He suggests reading English every day.5)The bird missed being shot.6)He escaped being punished by running away.3下列动词短语种to为介词1)be (get)used to2)get down to3)look forward to4)pay attention to5)be devoted to6)object to7)lead to〖典型例句〗1)I used to get up late, bu t now I’m used to getting up early.2)After discussing with his deskmate, he got down to writing his composition.3)I’m looking forward to hearing from you.以下几点可以在以后单元里讲解：1)need/ want / require 句型2)love, like, hate 后接 to do 与doing 作宾语的区别3)stop, remember, regret, try, mean, go on, forget后接 to do 与doing 作宾语的区別4)allow, permit, consider, advise后接 to do 与doing 作宾语和宾补的区别5)动名词的时态和语态6)动名词的复合结构[A. to tryB. tryC. having triedD. trying2. We are all looking forward ______ Mr. Smith next week.A. to seeB. of seeingC. at seeingD. to seeing3. He spent all his time ______ for the final examination.A. to prepareB. of preparingC. in preparingD. to preparing4. The boy is only five years old, but he is quite used _____ the telephone.A. to answerB. to answeringC. of answeringD. by answering５. ______soundly is better for your illness than taking medicine.A. To sleepB. SleepingC. SleepD. Having slept６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.A. to makeB. makingC. makeD. to go for７. I consider _____ of every fish is a kind of murder.A. takingB. a takingC. the takingD. to take８. My grandfather is a rich man, but ______ money does not solve all his problems.A. hasB. to haveC. havingD. having had９. It is no good ______ him to see you off.A. to expectB. expectingC. of expectingD. for him to expect１０.There is one more book worth ______.A. readB. of readingC. being readD. reading１１.He liked ______ many questions at the press conference.A. being askedB. askingC. of askingD. ask１２.We had no trouble ______ the path through the forest.A. to findB. for findingC. findingD. with findingII.用括号里的动词的正确形式填空：1. He insisted on _______（do ）the work in some other way.2. The windows want / need / require to be cleaned. That is, they need / want / require_____ (clean).3. He practiced _______(play) the piano every day.4. She doesn’t mind ______( work ) overtime.5. It will mean ______( benefit ) your company and mine.6. Have you decided to put off ______( go ) to the seaside?7. Peter kept (on) ______ (ask) questions.8. It’s a waste of time ______( argue) about it.9. _____ ( talk ) is easier than doing.10. Have you finished _______ (do) your homework?III．翻译：1. ______（每天晨读一刻钟）is very important in learning English.2. It’s no use _______（叹气）.3. Debbie enjoys _______（微笑着与客户交流）.4. John has just given up ______（吸烟）.5. I ______（一直盼望着访问）China again.6. He run off to avoid ______（看见）by his class teacher.7. This machine is for ______（切纸）.8. This book is well worth ______（读）.9. ______（挥动拳头）is a sign of anger.10. Mr. Yang suggested/advised ______ （看着顾客的眼睛）to make a good impression on him.IV．拓展题：１．---You were brave enough to raise objections at the meeting.---Well, now I regret _____that.A. to doB. to be doingC. to have doneD. having done2．The patient was warned _____ oily food after the operation.A. to eat notB. eating notC. not to eatD. not eating3．She looks forward every spring to _____ the flower-lined garden.A. visitB. paying a visitC. walk inD. walking in4．The little time we have together we try _____ wisely.A. spending itB. to spend itC. to spendD. spending that5．While shopping, people sometimes can’t help ______ into buying something they don’t really need.A. to persuadeB. persuading D. being persuaded D. be persuaded 6．What worried the child most was ______ to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed7．Tony was very unhappy for _____ to the party.A. having not been invitedB. not having invitedC. having not invitedD. not having been invited8．_____ to sunlight for too much t ime will do harm to one’s skin.A. ExposedB. Having exposedC. Being exposedD. After being exposed 9．The discovery of new evidence led to _____.A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caught10．One learns a language by making mistakes and _____ them.A. correctB. correctingC. correctsD. to correct11．---You should have thanked her before you left.---I meant _____, but when I was leaving I couldn’t find her anywhere.A. to doB. toC. doingD. doing12．In some parts of London, missing a bus means_____ for another hour.A. waitingB. to waitC. waitD. to be waiting13．---What’s made John so angry?---______ the tickets for the concert.A. LoseB. To loseC. Because of losingD. Losing14. The day we are looking forward to _______ at last.A. arrivingB. arriveC. arrived Ｄ. arrives15. Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.A. set upB. setting upC. have set upD. having set up附答案：Ⅰ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括号里的动词的正确形式填空：doing, cleaning, playing, working, benefiting,going, asking, arguing, Talking, doingⅢ．翻译：1.Reading for a quarter of an hour every morning2.sighingmunicating with customers with a smile4.smoking5.am looking forward to visiting6.being seen7.cutting up paper8.reading9.Shaking one’s fist10.looking at customers’ eyesⅣ．拓展题：DCDBD BDCCB BADCB。