英语教案－Body language.doc

英语教案Body language 教学目标 I.重点词汇： manage;wave;nod;realize;agreement,disagreement;while,manners;municate;makesb.;bodylanguage;oneanother;notall II.日常交际用语： 1).请求 May/Could/CanIdothat? IwonderifIcandothat. Would/DoyoumindifIeearlier? Willyoutellmeifcangonow? 2).允许 Yes,please./Ofcourse./Sure./Certainly. Goahead,please. Thatsallright./OK. Itsallrighttome. 3).拒绝 Imsorry,butitsnotallowedhere. Youdbetternot. Imafraidnot.Itsnotright. III.语法： 复习动词不定式作宾语、定语、表语和状语。 教学建议 对话分析 Thislessonistouseofferhelpandhowtoaeptandrefusehelp.WhiletheSslearnaboutthewayofexpressionfromthedialogue.Givesomephrasestopractisehowtouseandgraspbettertheability. 课文分析 ThistwomaterialsaboutbodylanguageandtraintheSsabilitiesofreadingandspeaking.Thoughreadingthepassages,themainideaistohavedifferencebodylanguagesofthecountries.Forexample;wele,agreementanddisagreement,no,yes,happy,soon.MeanwhilethetwopassagesoffertheSstheopportunitytotalkaboutthebodylanguageofChina,Britishandothercounties. 教学建议 TheteachergivetheSsthequestionsboutthedialoguefirstly.Forexample:Ifyouneedsomehelp,howdoyouofferthemtohelp?Soon. TheteacherhelptheSstolisteninordertounderstandwell,afterthattheSsspeakandtalkeachotheraordingthecontentofthedialogue.,Sotheteacherorganizesomestudentstoplayaroleaboutoffers,ordivideafewgroupstodiscuss.Finallytheteachersummarizetheusefulexpressionofthedialogue. 重点知识讲解 aept与receive的用法 1）aept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。例如： Hecouldntaeptoursuggestionsbutourgifts.他们不能接受我们建议但接受了我们的礼品。 Shewasverygladtoaepttheinvitation.她非常愉快地接受了邀请。 2)receive也是作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。 Hedidnotreceiveagoodeducationatuniversity.他没在大学受过良好教育。 Ireceivedaninvitationtothepartyyesterday,butIrefusedtoaeptit.昨天我接到一份参加晚会的邀请，但我拒绝了接受。 eachother与oneanother 这是两个在词义和用法上极为接近的短语。有些语法家认为：eachother只能用于两者之间；oneanother只能用于两者以上。但是，在现代英语的实际使用中，人们会发现：eachother也可用于“两者以上”；oneanother也可用于“两者之间”。 Ithinkmusicisonewaypeoplecangettoknoweachotherbetter. Thehusbandandwifesatdownatthetablefacingoneanother. eachother和oneanother可交互使用。但oneanother侧重两以上的互相；而eachother则侧重两人之间的互相较为常见。 managetodosth.和trytodosth.用法区别 trytodosth.意思是“尽力，设法去做某事”，结果如何，不得而知，而managetodosth.,则表示“设法做成了某事” Jimhadalotofhomework,buthemanagedtofinishitbeforebedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。 Jimhadalotofhomework,buthesaidhewouldtrytofinishitbeforebedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完成。 manage还表示“经营，管理”的意思 Shemanagedthehouseverywell.她把家管得很好。 Whowillmanagethestorewhenyouareaway?你不在的时候谁来经营商店？ 与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解 Itstooheavy,butIcanmanageit.虽然它很重，但是我能搬动。 Idontthinkwecanmanageahugefishlikethatjustbetweenthetwoofus.我看单是我们两个人吃不了这么大的一条鱼。 Ifyoucangetthematerial,wecanmanagethemoney.如果你们搞到了原料，资金我们能想办法。 all与not连用构成notall或all.not时，通常表达的是一种部分否定，而不是全部否定，因此，课文中的“Notallbodylanguagemeansthesamethingindifferentcountries.”应当译成：“并非所有的身势语在不同的国家里都有相同的意思。”本句陈述了一个这样的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些身势语却有着不同的意思。因此，上述句子不可以理解成：“所有身势语在不同的国家都有着不同的意思。” 1)部分否定： （1）Notalltheboysinourclasslikefootball.我们班里的男生并不都喜欢踢足球。 （2）Notallofthesongsarelikedbychildren.不是所有这些歌曲都让孩子们喜欢。 2)全部否定 （1）Noneoftheboysinourclasslikesfootball. 或：Noboysinourclasslikefootball.我们班的男生都不喜欢足球。 （2）Noneofthesongsis/arelikedbychildren.这些歌都不能让孩子们喜欢。 介词with后面可接一个复合结构，即：介词with+宾语+宾语补足语。常在这一结构中充当宾语补足语的有：现在分词、过去分词、名词、形容词，副词等。 （1）with+宾语+现在分词 Withanoldhunterleadingtheway,thesoldiersstartedtowardstheforest.由一位老猪人带路，士兵们朝着森林走去。 （2）with+宾语+过去分词 1）Withtheproblemssolved,theyclosedthemeeting.随着问题的解决，他们结束了这次会议。 （3）with+宾语+形容词（或副词） Myfatherlikestosleepwithallthewindowopen.我父亲喜欢开着所有窗子睡觉。 TianAnMenSquarelooksevenmorebeautifulwithalllightson.所有的灯都亮着，天安门广场显得更加漂亮。 （4）with+宾语+不定式 Withalotofworktodo,wehadtobebusyworkingdayandnight.有这么多的工作要做，我们只得日夜忙碌。 Withmanythingstodealwith,Ihavetostoplisteningtothelightmusic.有许多事要处理，我只好停止收听轻音乐。 （5）with+宾语+介词短语 Shesawasmallriverwithgreengrassandredflowersonbothsides.她看到一条小河，两岸长满了红花绿草。 注意：“with+复合宾语”在句中既可以用作状语表示方式或伴随动作，又可以用作定语。 Theteacherenteredtheclassroom,withabookinhishand.老师手里拿了一本书走进了教室。 TheteacherwithabookinhishandisanewEnglishteacher.手里拿着一本书的那位老师是一位新来的英语老师。 句型：Itis/was+adj./n.+真正的主语 常用此句型的形容词有：clear,true,strange,obvious,(im)possible,(um)fortunate,good,funny,wonderful,(un)usual,pleasant,easy等；常用此句型的名词有：apity,awonder,onesduty,amistake,nouse,nogood,awaste等。 真正的主语有三种： 1）用for或of引起的短语作不定式的逻辑主语,如forsb.todosth.或ofsb.todosth. ItsimportantforaChinesetomasteraforeignlanguage. Itsimpoliteofyoutospitontheground. 2）在nouse,nogood,awasteof.useless等词后，常用v.-ing(短语)作真正的主语 Itsnousetryingitagain. 3）由that或连接代（或副）词引导的从句作真正的主语 Itsstrangethatyoushouldallthinklikethat. Itsaproblemwhetherthemeetingwillbeheldtomorrow. 动词不定式的主要功能 （1）作主语：Toseeonetimeisbetterthantohearahundredtimes. 注：不定式作主语时，常用it代替之作形式主语，而不定式移置句子后部，以保持句子的平衡。不定式（短语）用作主语时，其后的谓语的动词要用单数。 e.g.Itisagreathonourforhimtobeinvitedtothebigparty. （2）作表语：Anursesdutyistolookafterpatients. （3）作宾语：Idontknowwhichonetobuy. Marxgavesomeadviceonhowtolearnaforeignlanguage. （4）作定语：Sheisalwaysthefirsttoeandlasttoleavetheclassroom. Givemesomepapertowriteon,please. 注：不定式常作后置定语。不及物动词的不定式作定语，要加上适当的介词。 （5）作状语：Thepupilsranovertoweletheforeignguests.(表目的) WhathaveIsaidtomakeyousosad?(表结果的) Thechildrenjumpedwithjoytoheartheexcitingnews.(表原因) （6）作宾补：Iwishyoutobehappyforever. 注：在watch,notice,see,lookat,observe,hear,listento,feel,let,make,have等感观和使役动词后的不定式复合结构中，不定式都不带to;在help后既可带to,亦可省to. e.g.Inthosedays,thelandlordmadethemworkdayandnight. 这种句子如果变成被动语态，需将to补回。 e.g.Inthosedays,theyweremadetoworkdayandnight. 教学设计方案-Lesson9 TeachingAims phases:manage,diningroom,typeposition oralexpression: CanIhelpyou? Wouldyoulike.? IsthereanythingIcandoforyou? Thanks/Yes,please. Thatsverykind/niceofyou. No,thanks.Icanmanageitmyself. Thatsallright,thankyou. No,thankyou.Thanksforallyourhelp. TeachingAids 1.ataperecorder2.aprojector3.theblackboard TeachingProcedures StepLeadingin T:Whatdowedoifwehavesomethingtotellothersorifwewanttolearnsomethingfromtheothers？ S:Yes，weuseourlanguage T:Thatis，eitherspokenlanguageorwrittenlanguageButactually，thereisanotherkindoflanguageanditisalsoveryimportantDoyouknowwhatitis？ S:Yes，thatisitThatisthebodylanguage T:Canyoutellmesomethingaboutbodylanguage？Forexample，ifyouagreewithwhatIsaidjustnow，whatdoyoudo？AndifyoudontagreewithwhatIsaid，whatdoyoudo？ S:Nodandshakehead StepIIListening 1.Theteachgivesomequestionsbeforelistening 1）Dothespeakersknoweachother？Howdoyouknow？ 2）Ifyouwanttorefusesomebodysofferpolitely，whatwouldyousay？ 2.Playtherecorderoneortwice,pleasesomeoneanswertheabovequestions Key：1）No，theydontOneistheorganizerofaconferenceandtheotherisaspeakerandthedialoguetakesplaceattheairport 2）No，thankyouThanksforallyourhelp StepIIIReading Playtherecorderagain,theSsfollowittwice. StepPerforming Thetwostudentsmakeupofonegroup,theypractisethedialoguethreeorfiveminutes.Theteacheraskseveralgroupstoperforminfrontoftheclass. StepLanguagepoints TheteacherdirecttheSsconcludethephasestooffersandresponsesofthedialogue.TheteacherrequesttheSstomasterandhandlethem. StepOralpractice Theteacherorganizetwostudentstobeonegroup.LettheSstopractiseNo.2ofPage9. StepPractise TheSscanchoseoneofthedialogue.Afterafewminutes,theteacherasktwogroupstoperforminfrontoftheclass. Situation1：SomeonehasgotabrokenbicycleHeasksforyourhelpAndyouoffertorepairthisbicycle Situation2：YouoffertofixonesTVset Situation3：Youoffertocheckonesputer StepConsolidation 1.DoEx1.P83.WB.Gothroughthepicturesandthenaskthemtotalkaboutthepicturesorally. 2.DoEx2andEx3inClass StepHomework Makeupadialogueandwriteitdownintheirexercisebooks. 教学设计方案Lesson10 TeachingAims Learnandmasterthefollowing makeoneselfdone aeptas notbut kisssb.goodbye/hello Itis/was+adj./n.+inf. with+poundobject. ImprovetheSsabilityofreadingprehension TeachingDifficultPoints Somesentencesarehardtounderstand. TeachingMethods Question-and-answeractivitytohelptheSstogothroughwiththewholetext. Pairworkorgroupworktomakeeverystudentworkinclass. Fastreadingtofindoutthedetailedinformationaboutthetext. TeachingAids 1.ataperecorder 2.aprojector 3.theblackboard TeachingProcedures StepGreeting Greetthewholeclassasusual. StepRevision AsksomepairsofSstoactouttheirdialoguesofNo.1onPage75.Revisesomeexpressionsofofferingoraeptingorrefusinghelp. StepPreparationforReading 1.T:WhatdowesayinEnglishwhenwemeetsomeoneforthefirsttime? Ss:Hello!/Howdoyoudo? T:Whatelsecanwedo? (Teachermakesahandshakegesture.) Ss:Wecanshakehands. T:Doyouknowwhatpeopledoinothercountrieswhentheymeetforthefirsttime?Todaywearegoingto readhowpeoplebehavewhentheymeetortalktoothers. First,lookatthetitle.Doyouknowthemeaningofbodylanguage?Lookatme,please.(Teacherbeginsto silentlynod,shakehisorherhead,smile,frown,wavetotheclass.) T:DoyouunderstandBodyLanguage?OK.Letslearnsomenewwordsinthislesson. Showthenewwordsinthislessononthescreen,andthengivetheSsbriefintroduction.(Hereleftout.) AsktheSstoreadthetextasquicklyaspossibleandtrytoanswerthefollowingquestion. HowdotheChineseandBritishhavesimilarbodylanguage? Yes. StepReading LettheSsreadthetextagain,thenanswersomedetailedquestionsinthetext. Showthequestionnaireonthescreen,askthemtoreadanddiscusstheminpairsorgroupstopletethetask. 3.Checktheanswerwiththewholeclass. Anddealwiththefollowing. (1)Shecouldntmakeherselfheard. (2)Icannotaeptyouasmyassistant. (3)HeisnotEnglish,butAmerican. (4)Theykissedgoodbyewhentheywentaway.Shekissedhermotherhelloassoonasshegothome. (5)Itispossibletodotheexperimentinanotherway. Itisourdutytohelpthepoor. (6)Withaboyleadingtheway,theystartedtowardsthevillage.(Adverbial) TheoldmanwithhiseyeslookingattheskycamefromShanghaiyesterday.(Attributive) StepComparison T:Nowweknowdifferentpeoplehavedifferentwaysofmakingmunication?throughbodylanguage.Andnotallthebodylanguagemeansthesamethingindifferentcultures.Pleasereadthetextagain,thenfillintheblanksofthetable. SuggestedAnswers(Hereleftout.) StepWorkbookandconsolidation PlaythetapeandlettheSslistentothetext. DealwiththeexercisesofNo.2-3onPage76. StepSumming-up HelptheSssumupwhattheyhavelearnedinthislesson.Writethemontheblackboard. StepHomework ReadthetextagainandlearntheABCofBodyLanguagebyheart. RecordAfterTeaching Attachment TheDesignoftheWriting OntheBlackboard 教学设计方案Lesson11 TeachingAims Learnandmasterthefollowing. (1)keepaway (2)acertain+n. (3)makesb./sth.+adj. ImprovetheSsabilityofreadingprehension. Languagestudytheinfinitive. TeachingDifficultPoints theusagesoftheinfinitive TeachingMethods Question-and-answeractivitytohelptheSstogothroughwiththepassages. Pairworkorgroupworktomakeeverystudentworkinclass. Fastreadingtofindoutthedetailedinformationaboutthetext. TeachingAids 1.ataperecorder 2.aprojector 3.theblackboard TeachingProcedures StepGreeting Greetthewholeclassasusual. StepRevision AsksomestudentstoretellthecontentsofthereadingpassageinLesson10. StepPreparationforreading T:Yesterdaywelearnedsomethingaboutbodylanguage.Todaywearegoingtoreadmoreaboutit.For example,howclosepeoplestandwhentheyaretalkingtogether.Isitgoodmannerstostandveryclosetoyourfriend?Letsreadandfindout. Showthenewwordsonthescreen,andgivebriefintroductiontotheSs.(Hereomitted.) AsktheSstoreadthetextasquicklyaspossibleandfindouttheanswertotheupperquestion. StepReading Askmorequestionsonthereadingpassage.LettheSsreadthepassageagainandanswerthequestions. Checktheanswerwiththewholeclass.Anddealwiththefollowing.Showthemonthescreen. (1)Keepaway,orIllcallthepolice! Keepawayfromthathouse.Thereisadangerousdogthere. (2)Thereisacertaindistancebetweenthevillageandthebusstation. Hemustbewaitingforyouatacertainplace. (3)Thislampmadetheroomaslightasday. Whathehaddonemadehisfatherangry. Stresstheusageoftheinfinitive.Takethefirstsentenceofthetextforexample.“It”isformalsubject, realsubjectisthepoundstructureoftheinfinitive. StepPracticeandConsolidation PlaythetapeandlettheSslistencarefully. Showthepassage(No.1onPage77)onthescreenandlettheSsfillintheblanks. DealwithPart2.Teacherdoesoneortwosentencesorallyineachpartasanexample,thenlettheSs workinpairs,makingupsuitablesentences. SuggestedSentences: Part1Part2Part3(Hereomitted.) StepPracticeandDiscussion DealwithPart3.Firstgothroughtheexamplewiththewholeclass.ThenlettheSsworkinpairs.Inthe endasksomepairstoactoutinfrontoftheclass. Suggesteddialogues:(Hereomitted.) DealwithPart4.Takeitupinclassiftimepermits. StepWorkbook Dealwithexercises2and3onPage77. Homework Readthetextagainandfinishofftheworkbookexercisesleft. RecordAfterTeaching Attachment TheDesignoftheWriting OntheBlackboard 教学设计方案Lesson12 TeachingAims Reviewthegrammartheinfinitive Dosomelistening. Dosomewriting. TeachingDifficultPoint ItsdifficultforustotrainandimprovetheSsabilityoflisteningprehension. TeachingMethods Listening-and-choiceactivitytohelpthestudentstogothroughwiththelisteningmaterial. IndividualorpairworktotraintheSswritingability. TeachingAids 1.ataperecorder 2.aprojector 3.theblackboard TeachingProcedures StepGreeting Greetthewholeclassasusual. StepRevision Checkthehomeworkexercises Dealwithcheckpoint3.RevisetheuseofinfinitiveinLesson11.Showthefollowingonthescreenand stresstheusagesoftheinfinitive. GrammarTheInfinitive Theydontliketobetooclosetooneanother. Theywillmovebacktokeepacertaindistanceaway. Wouldyoulikemetodosomethingforyou? Haveyougotanythingtosay? Itisapleasuretomeetyou. Wavingoneshandistosay“Goodbye”. Idontknowhowtomunicatewithforeigners. StepPreparationforlistening T:Listentomecarefully.Imgoingtosay“Hello”totwofriends. (Teachersays“Hello”toafriendinaquietandflattone,andtoanotherinaloudandrise-falltone.) T:NowyoucanguesswhichfriendIhaventseenforalongtime. Ss:Thesecondone. T:Howdoyouknow? S:Fromthewayyouspeak. (Thenteacherteachestheword“intonation”.Afterthat,teachertellstheSsthefollowing.) T:Yes.IntonationisveryimportantinEnglish.TodaywearegoingtohearpeopletalkingaboutEnglishandintonation. StepListening LettheSsclosebooks.Listentothetapecarefully.Afterthatletthemopenthebooks,turntoPage133todothelisteningexercises.Iftheyarenotsureaboutsomequestion.Wecanplaythetapeagain. StepWriting DealwithPart2.TelltheSstofillinthegaps,writingonewordforeachgap.Andtellthemthemethod.Dontstartfillinguntiltheyreadthewholepassage. SuggestedAnsw