Unit2Bodylanguage

1、Unit 2 . Body language一、 教材分析本单元围绕着“肢体语言”为话题来展开听、说、读、写的训练。通过一个在交流中使用肢体语言的故事，介绍了肢体语言在交流中的重要性，指导学生阅读记叙文，激发他们的阅读兴趣以及科学探索精神，同时在听说读写中引导学生掌握有关动名词的相关用法。二、 教学对象分析1. 学生对于“故事”比较熟悉，有利于开展本单元的各项听说读写任务。2. 学生对于动名词的用法其实并不陌生，在初一、初二的课本中已经接触过，只是没有进行专项的归纳性学习。在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中熟练运用动名词。三、 单元教学目标1.认知目标学习水平学

2、习内容学习水平的描述语音1. Learn to say the strong and weak forms of some words in a sentences。2. 能流利地朗读课文及与课文水平相当的短文, 语音、语调、句子重音和停顿基本正确。词汇1. 重点词汇单词：communication, accept, reject, gesture,part-time, travel, well-dressed, cheerful, greeting, sigh, choose, chance, expression, appearance, impression, dicide, remin

3、d, towards, ballet, mark,fridenliness, cause, polite, impolite, either, especially, nervous. 词组：take place, sit up straight, part-time jobs, travel company, well-dressed, walk over to, a cheerful greeting, get a chance to do, expression on ones face, hold up, go to sb for help, smile at sb, at once,

4、 make a good impression on sb, remind sb that语言技能readingRead a story about using body language in communication.listeningListen to a speech about ballet-the language of dancers.speakingLearn to make, accept and reject suggestions.Discuss the meaning of some gestures.writingWrite a short message.学习策略

5、了解记忆词汇的不同方法，学会记词汇笔记。掌握利用“蛛网图”构思作文的方法。学会利用网络资源了解更多有关动名词方面的知识。2能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中句型使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词汇28个，短语15个 2.指导学生利用所学句型正确表达思想、进行交际活动。 3.指导学生归纳一般将来时用法并在实践中熟练运用它们。五、单元教学重点 1. 通过形式多样的课堂活动与任务，帮助学

6、生完成阅读理解、听力理解等学习任务。 2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。六、教学策略 1.在教学中，教师应积极设情景引入，配合媒体、表情、动作、进行视听说演示，激发学生兴趣。 2.教师应采用有利于学生学习的教学方法，善于引用学生通过阅读或观察、比较对比知识进行归纳总结。增加学习内容的复现和巩固练习、及时反馈学习情况。 3.教师应该根据自己学生的具体情况对教材进行整合，精讲精练，调动学生的学习兴趣，使他们积极参加参与课堂各种学

7、习活动。在阅读的过程中，教师指导学生培养阅读策略与技能及写作过程中的写作技巧训练。七、媒体的选择与设计 1. 充分利用和发挥基本的教学媒体，如课本，教师的身体语言、板书的作用。 2. 适时、合理地使用计算机多媒体或电子白板，增大课堂的容量，更好地辅助课堂教学。八、各课时教学内容安排建议课 时教学内容及课型教学目标及简单教学环节设计第1课时Reading A(阅读课)一、 定位：input-based, 阅读理解为主。教学环节设计：Step1.Leading-in1)Free talk.Ask Ss to look at the pictures on page 17 and talk with

8、 their parter: and Ask Ss some questions about the picture: b)Get Ss to look at the picture and match them with the adjectives from the box. Write the words in the blank.(Exercise A on p18)Step2.Pre-readinga)Ask Ss to look at the photos ,the title and the introduction to the story on page 19. Then a

9、nswer the questions below:(finish exercise B on page 18.)1.Where does the story take place?2.Who are the young people in the note?3.What body language are the boy and the girl showing?Tich ()B for the boy and G for the girl.b)Vocabulary presentation: Get Ss to learn some new words by showing some pi

10、ctures.c)Cocabulary exercise:Get Ss to finish exercise C1and C2 on page 20 to consolidate the new words.Step3. While- reading1)First reading: Tell Ss to read the text quickly and finish exercise （双语报B1版：走进课文题目）.2)Second reading: Read the text again and complete exercise D1 and D2 on page 21.3）Chect

11、the answers.Step4.Post-readinga) Discussion(group work): Get Ss to Discuss in groups: Discuss what your classmates body language is saying about him/her.(finish exercise D3 on page21)Step5.Learning lagnuage points:a.Deal with some useful phrases and expressions in the passage. Guide the Ss to learn

12、and use them in their own speaking and writing.1)take place(拓展：sth happened to sb)2)sit up straight3）part-time job(拓展：full- time job)4)travel company5）walk over to 6)a cheeful greeting7)instead of 8)get a chance to do9)give sb a good impression(make a good impression on sb)10)look down11)hold up12)g

13、o to sb for help13)at once(拓展：right away/now/in no time)14)remind that(拓展：remind sb of/about)Step6.Summary.Get Ss to Summarize what theyve learned.Step7.Homework:(1) Finish the exercises in Students Times. (2) Finish the Reading exercises in Book B.第2课时Listening (听力课)一、定位：input-based, 听力理解为主。三、教学环节设

14、计：Step1. RevisionGet a student to say something about the main idea of Reading A.Step2. Pre-listening1 Vocabulary presentation: Get Ss to learn some new words by showing some pictures.2 listening tips: When listening, Wacth the important words, such as names, times and numbers.Step3.While listening

15、1）Get the Ss to listen to a speech about ballet (finish Exercise on page 22)2) Play the recording again for the Ss to listen and complete the table (Get students to practice the strategy. Focus on the listening strategy: listening of key words)3)Check the answers.Step4.Post- listening Listening Book

16、 B1) Get the Ss to read through the questions in A1 in Book B first.2) Play the recording for the Ss to listen and finish it in Book B)3) Play the recording again for the Ss to listen and finish A2 and B on their own. (Focus on the listening strategy: listening of key words.)4) Play the tape again a

17、nd Check the answers to on page 22 in class.Step 5:.Summary: Ask the Ss tu summarize what we have learned today.Step6.Homework A Finish related exercises in Students Times.第3课时Language（语法课）一、定位：practice -based，启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。教学环节设计:Step1.Grammar Learning -gerundsPresenta

18、tion: A作句子的主语 句型 V-ing+V 例A：Smoking is a bad habit. （吸烟是坏习惯。） 例B：taking exercise every morning helps make one healthy. （每天早晨做运动有助于人的健康。） 例C：It isnt easy trying to please her. （想办法讨好她是不容易的。） 解说 动名词作主语用时是属于第三人称单数，因此要取单数形式动词。例C是表示动名词也可用“It”的句式来表达。 B作主语补语 句型 S+be+V-ing 例A：My favorite sport is swimming.

19、（我最喜爱的运动是游泳。） 例B：Her only desire is studying music. （她的唯一的愿望就是学音乐。） C作直按宾语 句型 S+Vt. +V-ing 例A：I enjoy watching TV news after supper. 晚饭后我喜爱看电视新闻。） 例B：Youd better stop smoking. （你最好把烟戒掉了。） 例C：It began raining heavily when we got there. （我们到达那里时，开始下起大雨来了。） 例D：I remember seeing her somewhere before. （我

20、记得以前在什么地方见过她。） 例E：Do you mind mailing this letter for me ?（替我寄这封信你介意吗？） 解说 英语的Vt. 取直接宾语时，有的习惯上要取不定式，有的则要取动名词，有的则取不定式或动名词皆可，表达的意思大致相同，但是也有些表达的意思不相同，现分别介绍如下： Vt. +V-ing （习惯上取动名词为直接宾语）（如例A、B） admit（承认），advise（劝告），avoid（避免），consider（考虑）， escape（脱逃），finish（做完），keep （on） （持续），practice（练习），quit（停止），resist（

21、抵抗），risk（冒险），stand（忍受否定句），stop（停止），understand（了解），etc . 注：请注意下面两句表达上的差别： 例：He stopped smoking. （他停止吸烟了。） 例：He stopped to smoke. （他抽起烟来了。） 第二句是“He stopped doing something and began to smoke. ”的意思。 Vt. +V-ing/to V（动名词或不定式皆可，表达的意思大致相同。）（如例C） begin（开始），cease（停止），continue（继续），fear（恐惧），start（开始），etc Vt. +

22、V-ing/to V（可取动名词，也可取不定式，但表达的意思不相同或用法不相同。）（如例D） dislike（不喜欢），forget（忘却），hate（讨厌；恨），like（喜欢），love（爱；喜欢），need（需要），remember（记得），try（尝试），want（需要），etc 注：本项所说的表达意义不同或用法不同，请参考词典，这里仅以“remember，”和“want”为例提供参考例句如下： I remember seeing her somewhere before. （我记得以前在什么地方见过她。） I remember to see her tomorrow. （我会记得明天

23、去看她。） 由上例可知“remember +V-ing”是指“对过去所做过的事记得”的意思，而“remember +to V”是指“对将来的某一件事会记得去做”的意思。 Do you want to paint to door? （你要油漆门吗？“want”的意思是“要，欲”） The door wants painting. （这一道门需要油漆了。“want”的意思是“需要”，即“need”，而“painting”所表达的意思是“to be painted”。） 例E的“mind +V-ing？”通常是指说话者要请对方“来做”的意思，若是说话者自己要做而在征求对方的同意时则使用“mind +

24、my +V-ing”的句式。 例：Do you mind opening the windows? （请你把窗打开，你介意吗？） Certainly not. （当然不介意。） 例：Do you mind me my smoking ? （你会介意我吸烟吗？） No, please do. （不会的，请便。） “mind +V-ing”也可用于表达否定。 例：I dont mind being found going out with him. （我不在乎被人看到和他一同出去。） D作介词的宾语 句型prep. +V-ing 例A.He drove away without saying go

25、od-by.（他没说再见就开了车走了。） 例B：It is not easy to make a living by writing .（靠写作谋生是不容易的。） 例C：It is polite to knock before entering a room. =It isbefore one enters a room. （进入房间之前敲门是一种礼貌。） 解说 如例C，因“before”也可作连词用，所以动名词部分可改以从句来表达。其他ConsidalationDo some related exercise on page in book B. Step 4. SummaryGet ss

26、to summarize what they have learned today.Step 5:HomeworkA: 1. _ table tennis _ people to think more quickly.A. Play; helps B. Playing; helps C. Playing; help D. Play; help( )2. _ books _ us clever.A. Read; makes B. Reading; makes C. Reading; made D. Read; makes( )3._ coke is bad for your health.A.

27、Drink too much B. Drinking too much C. To drink much too D. Drank too much( )4.In his opinion, _ eye contact in conversations _ necessary. A. making, is B. making, are C. made, is D. made, are( )5.Running and climbing _ his favourite hobbies. A. are B. was C. is D. has been6. 读书使人聪明。_ books _ one cl

28、ever.7. 集邮很有趣。_ stamps _ very interesting.8. 做大量的工作使她变瘦了。_ a large amount of work makes her _ _.9. 踢足球是我最喜爱的运动。_ _ is my favourite sport.10. 钓鱼和集邮都是他的爱好。_ and _ stamps _ his hobbies.1. Many people were interested _ his talk and they kept on _until the end of the meeting.A. in,stand B.on, stands C.in

29、, standing D.on, standing2. Thanks for _ me.A. help B. helps C. helped D. helping3. What about _?A.go shopping B. going shopping C. go shop D. goes shopping4.He left without _ googbye.A.say B.saying C.says D.said5.The farmers put a straw man in the field to_ the birds _the crops.A.stop,from eating B

30、. stops,from eating C. stop,for eating D. stop,eat6.Were looking forward to _ your school.A.visit B. visits C. visited D. visiting7.Dont _,then youll succeed.A.give up B.get on C.get off D.give for8.Keep on _ the text.A.reading B.read C.reads D.readed9.When Miss Liu began to _something,the two boys

31、stopped _and became quiet.A.speak,telling B. talk,speaking C. say,talking D.tell,saying10.He suffered from _ memory.A.lost B.loosing C.loose D.lostingB完成双语报内相关练习。第4课时Speaking (口语课)一、定位：output-based, 说为主。三、教学环节设计:Step1.Talk Bar Get some Ss to talk about some information about Reading A using 6-8 sent

32、ences. Step2. Speaking -Making, acceptin and rejecting suggestions (1) Get the Ss to pronounce the sentence(2) Play the tape for Ss to follow it and say the words aloud.(Ex. On page 26)Step3. Speak up(Pair work)(1) Match the phrases from the box with the correct pictures. Then discuss the meaning of

33、 each gestrue. Follow the example.Step4.Consolidation: Finish Exercise in Book B.Step5. Homework Some related exercise on Student Times.第5课时Writing 一、定位：output-based，以写和说为主。三、教学环节设计: Step 1:pair workIn pairs, get Ss to write short messages to family members. Friends or classmates to remind them abou

34、t something. The message goes can be on any topic, but they often.Start with a greeting(e.g. Dear)Talk about the topic in first sentence.Give the message clearly in a few worksEnd with a friendly word or phrase(Eg Best wishes)Get Ss to learn about the top tips: Write the numbers in figures, not in words.Step2:Exercise on page 28Step3:. SummaryHelp the Ss to summarize what they have learned in this unit.Step 5:Homework 1. Go over this unit and get ready for the unit test.2. Finish exercise in Book B.第6-7课时More practice A (拓