高一英语unit 21 body language教案

Unit 21 Body language上课学习上课学习教案

Unit 21 Body language教案Unit21Bodylanguage教案一、Teachingaimsanddemands.Topics）Talkaboutbodylanguage2）Describegesturesandfacialexpressions3）Practicemakingoffersandrequests4）writeanimaginarystory2.Function：.Learntousetheexpressionstomakeoffersandrequest sandshowthanks：a.Expressionsusedtomakeoffers：）can/ShallIhelpyouwiththat?P582）wouldyoulikemeto…?P583）wouldyoulikesomehelp?P584）IsthereanythingIcandoforyou?P585）couldyougivemeahandwiththis?P58b.Expressionsusedtomakerequests：）couldyouhelpmewith…?P582）Doyouneedsomehelpwiththat?P58c.Expressionsusedtoshowthanks：）No,thankyou.Thanksforallyourhelp.P582）No,thanks.Icanmanageitmyself.P583）That'sverykindofyou.P582.Learntoshowopinionsandsupportopinionsbygivingexam plesorfactsorbydescribingthewholeprocedure：a.Expressionsusedtoshowfeelings：）TodayIfeelverysadbecauseI'velostmywalletonmywayhome .P572）IfeelveryconfusedforIdon'tknowwhattodo.P57b.opinionandexamples：Theelephant'snose,ortrunk,isalsousedtomakenoisesand togreetotherelephants（opinion）.Differentnoiseshaveavarietyofmeanings：theycanmean“Iamhungry,”“Iamangry,”or“Goodtoseeyou!”P122c.opinionandfacts：Anelephant'ssenseofsmellishighlydeveloped （opinion）.Anelephantcansmellhowanotherelephantisf eelingandeventellifitissick.P1223.Vocabulary）unfair,customer,avoid,suitcase,ahead,manage,fold,va ry,crazy,part,firm,handshake,bow,fist,bendtap,gentl y,anger,useless,occur,focus,specific，contact,frown,lean,disrespectful,thumb,index,Brazil ,Bulgaria,Iran,Russia,interpretation,palm,pat,shrug ,incredible,forefinger,hip,narrator,showman,detail2）aheadof,givesbahand,getthrough,teardown,putsthinord er,holdup,makeaface,inorder3）重点词汇：unfair,customer,manage,fold,vary,crazy,part,firm4.Grammar：The-ingForm（2）usedasSubject,objectandPredicative5.德育目标DoinRomeasRomedoes[astheRomansdo].[谚]入国问禁,入乡随俗。

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。

高中英语 Unit 21 Body language教案新人教版必修4

Unit 21 Body language教案Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking. （二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Come here. You are very good. It's ok. Bye-bye.（What is body language? 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.）（2）Match each picture with the correct emotion and the correct sentence. Possible answers：Picture 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）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn't know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair for Mary to say that to him. 3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1： An old man is carrying a very heavy suitcaseSituation2 ： Somebody is late for a flight and wants to go ahead of the queue.Situation3： An old and sick person is on a crowded bus and wants to sit down. （2）Phrases to accept offers/refuse offers：1）That's very nice of you. Thanks./ Yes, please.Thank you for your help. That's very kind.2）No, thanks. I can manage it myself. It's all right. Thank you. I can manage. （3）Sample：Situation 1Asking for helpO=old man P=PaulO：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.O：Thank you.P：You're welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that's very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：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?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：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?O：Over there, please. Thank you so much!P：You're welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I'm late for my flight. Could I please go ahead of youA：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 passenger standing at the check-in counter.） Hi.May I cut in 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 help me 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（O = Old person； P = Passenger）O：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. O：Thank you. Yes, I'm not feeling well today. I think I have a bit of 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?O：No thanks. I can manage it myself. But could please let me sit down for a while? I'm not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That's very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★ keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。

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。

高一英语教案：下学期BodyLanguage

高一英语电子教案Unit 21 Body LanguageReading comprehensionTeaching objectives:1. To get the students familiar with the details of the passage;2. To improve the students ' ability of reading comprehension;3. To improve the students ' ability of doing oral praetsioe n;t4. To develop the student'sawareness of cross-cultural communication. Teaching aid:projector, slides, tape-recorder,computerTeaching procedures:Step 1 Lead-inWatch video “Mr. Bean ”Play Games:Rules: Many verbs will appear on the screen one by one. Two pairs of your classmates will be asked to come to the front. One member of the pair is supposed to explain the word only by using body language, while the other one tries to guess what the word is. If he or she gets six words right within 1 minute, the pair wins the game. Otherwise, they lose it.Words: come here ,yes , no , I do'nt know, -Step 2 ScanningGet the students to scan the tex a t nd answer the questions.1 .What is the theme of the passage ?2 .What examples are given to show that body language varies from culture to culture ?3 . What gestures are universal?Suggested answers:1 .Body talk ./Body language.2.3 . .Start a conversationStep 3 SkimmingRead the text and skim the passage to find the main idea of each paragraph. Suggested answers:Para.1: What body language is and its function.Para.2: Body language varies from culture to culture.Para.3: More examples to show that body language varies from culture to culture. Para.4: Some gestures are universal in all cultures.Para.5: The typical example of universal body language is the smile.Step 4Language points:1. varyvi. “改变、变化、变动”，常指伴随某种因素而产生的变化。

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。

高中英语教案 Unit 21 Body Language

Unit 21 Body LanguageThe second period-------ReadingTeaching aims:Knowledge aim:Leam and master some words and expressions. Master the meanings of different body language.Ability aim:Train the students’ reading ability, especially the skills of summar izing and scanning.Moral aim: Do as Romans doEmotional aim:Learn and discuss together to make the relations between the tescher and students harmonious.Key point: How to let the Ss understand the body language in different countries and use them correctly.Key point: How to let the Ss understand the body language in different countries and use them correctly.Difficult poin:1. Master the body language in this period.Difficult poin:1. Master the body language in this period.2. How to summarize the main idea.Teaching method: Pair work or group work to make every student work in class. Teaching method: Pair work or group work to make every student work in class.Teaching aids: The multimedia. A taperecorder.Teaching aids: The multimedia. A taperecorder.Teaching ProceduresStepⅠ: 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 facial expressions. When we are in kindergarten, there is a good song to express our feeling “happy”. Do you remember it? Now, let us enjoy it together. And I want to have your action. Enjoy this song with students. At the same time, according to the content of the song, let students act out together.）T: Ok, very good! This song brings us back to our childhood. Do you like it?Ss: Yes, we like it very much.StepⅡ: Pre-reading: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:1. Fast readingGive Ss five minutes to read the text and ask them to give the main idea of each paragraph.Paragraph 1.We communicate with people not only by words but also by body language.Paragraph 2.Body language varies from culture to culture.Paragraph 3.The same body language has different meanings in some different countries.Paragraph 4.Some gestures are universal.Paragraph 5.Smile is the best example of universally understood body language. Ask them to dive the whole passage into some parts then give main idea for each part.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 feelingby watching his or her body language.2. Let Ss read paragraph two and three, and then fill a form3．Let Ss read paragraph four and five. list some universal body languageand say what a smile can do.StepⅣ: Post-reading:Play a game. Ask two sdudents come to the front,one student act out some body language the other guess what he want to say.StepⅤ: Summary:T: After reading this passage, we know in different countries, there are different body talk, we should follow this advice, “When in Rome, do as the Romans do!” StepⅥ: Homework:1. Read the passage and recite it.2. Do exercise 1-4 in post-reading on page 60。

新课程人教版unit21 body language reading-新人教版高一全册英语教案

Teaching planUnit 21Body talkReadingAbout the contents:In the entrance exam, reading plays an important part. In fact, reading skills are necessary in our daily life. This unit is about the body language .It is very interesting.It can help students le arn something about the meaning of the gestures and the foreigners’ culture.About the studentsMost of the students in class 14 haven’t the good knowledge of English .Their vocabulary is small, so it is difficulty for them to understand the text. Besides, they are lack of reading skills. Teaching goals1.Help the students understand the text fully and train their reading skills, such as skimmingand scanning.2.Enable the students to understand differences and similarities between body language andwords.3. Help the students understand the different cultures in different countries.Teaching important and difficult points：1.Enable the students to understand differences and similarities between different culture.2.Master the reading skillsTeaching methods:1.task-based learning2.Cooperative learning.Teaching aids:A multiple-media puter and a blackboard.Teaching procedures:Step 1 RevisionLook at pictures and point out what the gesture mean?Step 2 Pre-readingHow do you municate the following with body language?No. Yes. I don’t know. e here!Step 3 Reading1. fast readingAsk students to read the text quickly and find out the answers.2. careful readingWhat’s the main idea of each paragraph? Pay attention to the first and lastsentence.Para 1: We use both words and body language to express our thoughts and opinions and to municate 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): body languagePart 2 (Para 2-3): differencesPart 3 (Para 4-5): universal guestures.3.details: Listen paragraph 2 and point out the body language mentioned and fill the blanks4.consolidationRead and decide if the following sentences are true (T) or false (F)Step 4 practiceDo exercise on your paper, and pay attention to using the reading skill. Step 5. homework1.Read the text after class try to remember some sentences.2.Preview the integrating skills.。

[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。

高中英语 Unit 21 Body language教案新人教版必修4

Unit 21 Body language教案Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking. （二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Come here. You are very good. It's ok. Bye-bye.（What is body language? 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.）（2）Match each picture with the correct emotion and the correct sentence. Possible answers：Picture 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）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn't know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair for Mary to say that to him. 3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1： An old man is carrying a very heavy suitcaseSituation2 ： Somebody is late for a flight and wants to go ahead of the queue.Situation3： An old and sick person is on a crowded bus and wants to sit down. （2）Phrases to accept offers/refuse offers：1）That's very nice of you. Thanks./ Yes, please.Thank you for your help. That's very kind.2）No, thanks. I can manage it myself. It's all right. Thank you. I can manage. （3）Sample：Situation 1Asking for helpO=old man P=PaulO：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.O：Thank you.P：You're welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that's very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：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?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：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?O：Over there, please. Thank you so much!P：You're welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I'm late for my flight. Could I please go ahead of youA：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 passenger standing at the check-in counter.） Hi.May I cut in 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 help me 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（O = Old person； P = Passenger）O：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. O：Thank you. Yes, I'm not feeling well today. I think I have a bit of 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?O：No thanks. I can manage it myself. But could please let me sit down for a while? I'm not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That's very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★ keep跟带形容词的复合结构，例如：①Good food keeps yo u healthy．好的食品使你健康。

【知识学习】Unit 21 Body language教案

Unit 21 Body language教案Unit21Bodylanguage教案一、Teachingaimsanddemands.Topics）Talkaboutbodylanguage2）Describegesturesandfacialexpressions3）Practicemakingoffersandrequests4）writeanimaginarystory2.Function：.Learntousetheexpressionstomakeoffersandrequest sandshowthanks：a.Expressionsusedtomakeoffers：）can/ShallIhelpyouwiththat?P582）wouldyoulikemeto…?P583）wouldyoulikesomehelp?P584）IsthereanythingIcandoforyou?P585）couldyougivemeahandwiththis?P58b.Expressionsusedtomakerequests：）couldyouhelpmewith…?P582）Doyouneedsomehelpwiththat?P58c.Expressionsusedtoshowthanks：）No,thankyou.Thanksforallyourhelp.P582）No,thanks.Icanmanageitmyself.P583）That'sverykindofyou.P582.Learntoshowopinionsandsupportopinionsbygivingexam plesorfactsorbydescribingthewholeprocedure：a.Expressionsusedtoshowfeelings：）TodayIfeelverysadbecauseI'velostmywalletonmywayhome .P572）IfeelveryconfusedforIdon'tknowwhattodo.P57b.opinionandexamples：Theelephant'snose,ortrunk,isalsousedtomakenoisesand togreetotherelephants（opinion）.Differentnoiseshaveavarietyofmeanings：theycanmean“Iamhungry,”“Iamangry,”or“Goodtoseeyou!”P122c.opinionandfacts：Anelephant'ssenseofsmellishighlydeveloped （opinion）.Anelephantcansmellhowanotherelephantisf eelingandeventellifitissick.P1223.Vocabulary）unfair,customer,avoid,suitcase,ahead,manage,fold,va ry,crazy,part,firm,handshake,bow,fist,bendtap,gentl y,anger,useless,occur,focus,specific，contact,frown,lean,disrespectful,thumb,index,Brazil ,Bulgaria,Iran,Russia,interpretation,palm,pat,shrug ,incredible,forefinger,hip,narrator,showman,detail2）aheadof,givesbahand,getthrough,teardown,putsthinord er,holdup,makeaface,inorder3）重点词汇：unfair,customer,manage,fold,vary,crazy,part,firm4.Grammar：The-ingForm（2）usedasSubject,objectandPredicative5.德育目标DoinRomeasRomedoes[astheRomansdo].[谚]入国问禁,入乡随俗。

Unit21Body language Grammar(人教版高一英语下册教案教学设计)

一、动名词在句中作主语Collecting stamps will cost you a lot of money.集邮将花费你很多钱。

Driving a car isn’t as comfortable as traveling by train.开车旅行不如乘火车旅行舒服。

1． it作形式主语，当动名词短语在句中作主语时，为了保持句子平衡，我们用it作为形式主语，而将真正的主语放在句末。

It’s dangerous playing in the street.在街上玩是危险的。

It’s no good arguing with him.与他争论是没有好处的。

必背句型：It’s no use doing…= It’s of no use / It’s useless + to do sth.It’s no good doing… It’s a waste of …doing sth..It’s very difficult doing sth.. It’s nice doing sth.注：能用动名词作主语的句子比较少一些，主要用于no good, no use, useless, senseless, dangerous,waste等词作表语的句子。

2．在下列句型中只能用动名词作主语。

There is no+v-ing(…是不可能的) =It is impossible to do sth. =No one can …(or we can not…)There is no joking about such matters.这种事开不得玩笑。

There is no getting in touch with him和他取得联系是不可能的。

注：动名词短语在句中作主语时，谓语动词要用单数。

二、动名词在句中作表语动名词在句中作表语时一般表示抽象的习惯性的动作，表语和主语常常可以互换。

My job is teaching English.(Teaching English is my job.)我的工作是教英语。

高一英语教案Unit21bodylanguage

Unit 21 Body LanguageTeaching aim:1). Aim of knowledge:a). Train the Ss’ listening abilityb). Train the Ss’ speaking abilityc). Talk about body language2). Aims of ablities:a). enable the students to understand differences and similarities between bodylanguage and words, and the will learn to handle clashes in cultural communication;b). enable the students to use the polite expression to offer or request help2) Aims of emotion:Arouse students’devotion to different kinds of body language.Key points and difficult points：Let students to remember the offer or request expression by practice.Teaching methods:1) Communicative Teaching Method2) Listening Teaching MethodTeaching aids: Multi-mediaTeaching Procedures:Step I. Warming upT: when we communicate with others, we can use both words and body language, such as the movements of our head ,hands, eyes and so on. For what do we use body language?( To make ourselves well understood and express ourselves clearly and vividly.)What body language do you use in the following situations?1.to show your welcome---- smile, handshake, hug, kiss etc.2.to say goodbye----wave one’s hand3.to show agreement----nod one’s head4.to show disagreement----shake one’s headLook at the pictures in warming up. What expression can we see on the person’s face?1.Match each picture with the emotion and the sentence.Picture1. Confused I don’t know what to do.Picture2. Angry I can’t believe she said that! That is so unfair!Picture3. Sad I’ve l ost my wallet!Picture4. Happy I got an A in my exam!Picture5.Tired It’s been a long day. I can’t keep my eyes open.2.What makes you think that the person in the picture is feeling a certain way?Various answers are possible.3.Look at your classmates. Can you tell how they are feeling today by the way they sit or stand? Various answers are possible.Step II. ListeningAsk the Ss what body language they use to show they dislike a party and want to leave. They may mime.Now we are going to hear about ways that people use body langue in different situations. Listen to the tape and choose the best answers to the questions in part1. (Keys: D B A)Listen again and finish part2 ( Keys: B B )Step III. Speaking1.Discuss with your partner how you can use body language to communicate the followingideas?●You are enjoying something.Smiling, opening one’s eyes wide, rocking one’s head from side to side●You are not enjoying something.Yawning, sighing, complaining, frowning, looking away●You like someone.Smiling, hugging oneself, leaning one’s head to one side, lowering with one’s eyes,leaning forward or closer●You want to leave because you are in a hurry.Sighing, biting down with one’s teeth, not standing still, tapping one’s toes on the floor,looking toward the door●You are interested in what someone is saying.Staring a lot, putting a hand to your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with a big O, responding with the same expressions as the person who you’re listening to●You are not interested.Same as not enjoying something.●You disagree with what someone is saying.Looking away, putting one’s head down into one’s arms, talking to oneself, whistling,frowning, folding one’s arms●You would like to talk to someone.Raising one’s hand to be called on, trying to speak up, waving one’s arms over one’s head to get attention, jumping up and down, shaping one’s mouth in a big O.2.(1)Ask the Ss what expressions can be used to ask for help, offer help, accept help and refusehelp.Asking for help: Could you help me with…?Could you please…?Could you give me a hand with this?I’d like you to…Offering help: Can /Shall I help you with that?Do you need some help with that?Would you like some help?Would you like me to…?Is there anything else I can do for you?Accepting help:Thanks./Thank you for your help.Yes, please. That’s very kind/nice of you.Refusing help: No thank you. Thanks for all your help.No, thanks. I can manage it myself.That’s very nice of you. It’s all right, thank you.(2)Work with your partner and make up dialogues according to the following situations.1)An old man is carrying a very heavy suitcase.2)You are late for a flight and want to go ahead of the queue.3)Being old and sick, you are on a crowded bus and you want to sit down.Step IV. Language points.1.avoid vt. 避免avoid+ n./doing sth.I tried to avoid meeting him because he always bored me.我试着避免碰见他，因为他让我厌烦。

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。

【学习实践】Unit 21 Body language教案

Unit 21 Body language教案Unit21Bodylanguage教案一、Teachingaimsanddemands.Topics）Talkaboutbodylanguage2）Describegesturesandfacialexpressions3）Practicemakingoffersandrequests4）writeanimaginarystory2.Function：.Learntousetheexpressionstomakeoffersandrequest sandshowthanks：a.Expressionsusedtomakeoffers：）can/ShallIhelpyouwiththat?P582）wouldyoulikemeto…?P583）wouldyoulikesomehelp?P584）IsthereanythingIcandoforyou?P585）couldyougivemeahandwiththis?P58b.Expressionsusedtomakerequests：）couldyouhelpmewith…?P582）Doyouneedsomehelpwiththat?P58c.Expressionsusedtoshowthanks：）No,thankyou.Thanksforallyourhelp.P582）No,thanks.Icanmanageitmyself.P583）That'sverykindofyou.P582.Learntoshowopinionsandsupportopinionsbygivingexam plesorfactsorbydescribingthewholeprocedure：a.Expressionsusedtoshowfeelings：）TodayIfeelverysadbecauseI'velostmywalletonmywayhome .P572）IfeelveryconfusedforIdon'tknowwhattodo.P57b.opinionandexamples：Theelephant'snose,ortrunk,isalsousedtomakenoisesand togreetotherelephants（opinion）.Differentnoiseshaveavarietyofmeanings：theycanmean“Iamhungry,”“Iamangry,”or“Goodtoseeyou!”P122c.opinionandfacts：Anelephant'ssenseofsmellishighlydeveloped （opinion）.Anelephantcansmellhowanotherelephantisf eelingandeventellifitissick.P1223.Vocabulary）unfair,customer,avoid,suitcase,ahead,manage,fold,va ry,crazy,part,firm,handshake,bow,fist,bendtap,gentl y,anger,useless,occur,focus,specific，contact,frown,lean,disrespectful,thumb,index,Brazil ,Bulgaria,Iran,Russia,interpretation,palm,pat,shrug ,incredible,forefinger,hip,narrator,showman,detail2）aheadof,givesbahand,getthrough,teardown,putsthinord er,holdup,makeaface,inorder3）重点词汇：unfair,customer,manage,fold,vary,crazy,part,firm4.Grammar：The-ingForm（2）usedasSubject,objectandPredicative5.德育目标DoinRomeasRomedoes[astheRomansdo].[谚]入国问禁,入乡随俗。

Unit 21 Body language BODY TALE 说课稿

Unit 21 Body language BODY TALE 说课稿上饶师范学院经管学院07经1班虞火妹学号；07130147 今天我要说的是高中英语新教材高一（下）第21单元第二课时reading部分，我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程、教学反思等六个方面对进行说明。

一教材分析本单元围绕“身势语”这一话题展开，具体涉及“什么是身势语”“如何理解身势语”及“身势语”的跨文化性等等。

阅读部分是一篇介绍性的文章，介绍了各种背景下身势语的异同，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，例如：微笑。

二教学目标1．知识与能力目标：在这节课里要理解、内化、运用以下生词及词组—fold、anger、vary、thumb、crazy、mod、part、hug、bow、incredible、pat、get through、tear down、chart。

通过阅读获取关于body language的相关信息,且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。

另外，还要充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

2．过程与方法目标：本节课的教学利用“任务驱动”方法，使学生自主探究，培养学生独立自主的思维意识。

当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“协作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。

在教学中，教师层层深入地引导学生进行自主和协作学习,培养学生筛选局部和整体信息的能力、独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

3．情感态度价值观：在共同完成设计的role play等任务的过程中，加强小组合作意识。

高一英语Unit21 Body language教案人教版教案

高一英语Unit21 Body language教案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 tape recorder2. the blackboardThe Design of the Writing on the BlackboardUnit 21 Body languageThe First PeriodTeaching Procedures:Step Ⅰ.Greetings and Lead-inGreet the whole class as usual.T: how do you do today! It seems that you all are tired! Why?...... How do I know?( facial expressions)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 atleast 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: hank 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 communicate 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 want to leave because you are in a hurry.2. You are interested in what someone is saying.3. You are not interested.4. You disagree with what someone is saying.5. 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 coming?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. 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 pairs. Use 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. Come here and sit down.A: Thanks a lot.B: It's my pleasure.Step V. Summary and HomeworkT: Today we've learned how to communicate 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.The Second PeriodTeaching Aims:1. Enable the students to learn something about body language from the text.2. Get the students to have the ability to grasp the main idea of a passage as fast as possible.Teaching Important Points:1. How to summarize the main idea.2. Master the body language in this period.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 students interested 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.Step Ⅰ.Greetings and RevisionGreet the whole class as usual.Step two: Pre- readingGive the students several minutes to discuss the following questions with their partner in pre-reading.1. Can you guess what someone is thinking or feeling by looking at their body language?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!(The teacher gives the students three minutes to discuss and then asks some students to answer them.)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 each paragraph. Now read the passage again and answer the questions on the paper. This time you should read slowly and carefully.1. Do people express their thoughts and opinions and communicate with others only by words? What other ways can be used?2. In what countries does “shaking one's head” mean “Yes”?3. What are some situations where we need to be very careful about our body language and gestures?4. How is body language different from spoken language? What do they have in common?5. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?(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's head” 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 five: Homework1. Try to find the language points in the reading.2. Try to find some difficult sentences in the text which they cannot understand.The third period: ReadingTeaching Aims:Enable the students to master the new words and expressions in the text.Let the students know more about body language.Teaching Important Points:How to get the students to master the new words and expressions of the textTeaching difficult points:How to improve the students’ reading abilityTeaching methodPractice explanation discussion group workTeaching Procedures:Step one: Greeting and revisionReview what they have learned by asking some questions about the text.Step Two: Explanation of the textCommunicate with sb. 和某人保持联系but the way a person stands, folds his or her arms, or moves his or her hands…..Just like spoken language, body language varies from culture to culture.a visiting friend is greeted with a kiss on the check:A smile can help us get through difficult situations and find friends in a world of strangers.A smile can open doors and tear down walls.It can be used to express almost any emotion.And if we are feeling down or lonely,……...General meaning of each paragraph:We communicate with people not only by words but also by body language.Body language varies from culture to culture.The same body language has different meanings in some different countries.Some gestures are universal.Smile is the best example of universally understood body language.Ask students to try to retell the textStep Three. 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 same meaning, 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 Four. 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 five: HomeworkDo the exercises in the workbook and the newspaper.Go over the reading part.The forth PeriodTeaching Aims:1. Learn to define the words about body movements.2. Review some gestures to make sure you know what they mean.3.Learn and master the “-ing” form as the Subject, Object or Predicative.Teaching Important Points:1.The use of the “-ing” form as the Subject, Object or Predicative.2.The different meanings of different gestures.Teaching Difficult Points:1.How to communicate with somebody by body movements.2.The use of the “-ing” form as the Subject, Object or Predicative.Teaching Methods:1.Review method to consolidate the words learnt in the last two periods.2.Explanation and inductive methods to make the students master the use of the“-ing” form as the Subject, Object or Predicative.3.Individual work or pair work to make every student work in class.The Design of the Writing on the BlackboardUnit 21 Body languageThe forth PeriodThe “-ing” form as the Subject, Object or Predicative.Teaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.(Ask several students to recite the passage “Body Talk”.)Step Ⅱ.Word StudyT: Very good. In the last period, we've learned something about body language. We've known that different body movements and facial expressions express different meanings. Now let's review some words about body movements. Please do the exercise on page 61. Match the words about body movements in the left column with the correct definitions in the right column. First, do it by yourself. Then, check the answers with your partner. At last, I'll ask some of you to read the words and the definitions.Words Definitions1.lean A. to put your arms around someone's body2.fold B. to bend forward3.nod C. to gently hit someone with your hand4.embrace D .to press again and move from side to side5.bow E. to move the head up and down6.press F. to move the upper part of your body in any direction7.pat G. to put one thing on top of another8.rub H. to push something with one's handSuggested answers:1—F 2.—G 3.—E 4.—A 5.—B 6.—H 7.—C 8.—DStep Ⅲ.GrammarT: OK. Now look at the sentences on the blackboard. Let's go through with the sentences together. The first sentence: Shaking your fist at someone is a way of saying that you are very angry. Here “shaking your fist at someone” is used as the subject of the sentence. You should pay attention to its predicate, which is in the singular form. Well, can you tell us what function “saying that you are very angry” is in the sentence?Ss: Yes. It is used as the object of the preposition “of”.T: Quite right. Now the second sentence: Bending your arm and making a fist is to say that you are strong. In this sentence,“bending your arm and making a fist” is used as the subject of the sentence. You should pay more attention to the predicate. It is also in the singular form. Now look at another sentence. His job is teaching in a middle school.(The teacher writes it on the blackboard as he/she reads.)Two’s like to tell us the function of the underlined part?(One student stands up to answer.)S: I think it is used as the Predicative.T: You’re right. Sit down, please.From the sentences on the blackboard, we know that the -inform can be used as the Subject, Object or Predicative. Are you clear?Says.T: OK.Open your books at Page 49.Now look at the three sentences at the top of the page. Translate them into Chinese and pay attention to the function of the words in bold. Who’d like to translate the first sentence? Yeah, Xiao Jun.S:1.在许多国家，摇头表示不同意，点头表示同意。

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