英语教学设计 Unit4 Body language教学设计（课时）

Unit4Bodylanguage教学设计（第2课时）

Period2LearningaboutLanguage

TheGeneralIdeaofThisPeriod

Thisperiodwillconsolidatethewordsandexpressionsthestudentslearntinthe

readingpartanddealwiththegrammarpart:-ingformastheadverbialandthe

attribute.Youwillhavesystematicexplanationsofitandassignsomeexercisesfor

thestudentstoconsolidatewhattheylearn.

TeachingImportantPoints

Getthestudentstousethe-ingformastheadverbialandtheattribute.

GetthestudentstomastertheusefulwordsandexpressionslearntinReading.

TeachingDifficultPoint

Howtohelpthestudentstousethe-ingformastheadverbialandtheattribute.

TeachingMethods

Question-and-answeractivitytohelpthestudentstogothroughthewordsofthis

unit.

Pairworkorgroupworktomakeeverystudentworkinclass.

Practicingindependentlyandexplaining.

TeachingAid

Amulti-mediacomputer

ThreeDimensionalTeachingAims

KnowledgeandSkills

HelpthestudentsrecognizetheusefulwordsandexpressionslearntinReading:

belikelyto,atease.

Mastertheusageofthe-ingformastheadverbialandtheattribute.

ProcessandStrategies

Leadthestudentstosummarizethegrammaticalrulesthemselves.

Individualworktofinishthetasks.

Systematicexplanationtohelpthestudentsapplythe-ingformcorrectly.

FeelingsandValue

Getthestudentstoapplythe-ingformproperly.

TeachingProcedures

Step1Revision

T:Goodmorning,boysandgirls!LastclassIassignedyoutocollectsomeinformation

aboutbodylanguageindifferentcultures.Whowouldliketohaveatry?

S:Differentculturesoftenhavedifferentformsofbehaviorbysendingthesamebody

signals.Noddingone'sheadisgenerallymeanttoshowagreement"yes”,butto

Nepalese,SriLankans,someIndiansandsomeEskimos,itmeansnot"yes’,but

"no”.WhenanAmericanrubshisnose,itmaymeanhisdisagreeingwithsomeoneor

rejectingsomething.

T:Goodjob!Everyonehasdoneaverygoodjob!

Step2Usefulwordsandexpressions

T:YouareexpectedtocompletetheexercisesinLearningaboutlanguage

independently.Nowlet'schecktheanswers.

(Asksomestudentstotheblackboardtowritedowntheiranswers,thenasktheother

studentstocorrectthem.)

Suggestedanswers:

Ex.lonPage27

1.local(are)2.represent3.approach4.major5.express6.curious

7,general8.likelyto(dosomething)9.avoid

Ex.2onPage28

1.major2.inlioduuc3.bodylanguage4.general5.reprtscnl6.aulions

7.spoken8.likelyto;express9.approachl().curious;avoids11.general;local

Ex.3onPage28

NewwordsPartofspeechWordsinreadingpassagePartofspeech

majoritynounmajoradjective

actverbactionnoun

curiositynouncuriousadjective

introductionnounintroduceverb

representativenounrepresentverb

localitynounlocaladjective

avoidancenounavoidverb

Ex.lonPage63

l.nod2.hug3.kiss4.shake5.smile6.clap7.slap8.shake

Ex.2onPage64

Pic1:stare

Pic2:frown

Pic3:wink

Pic4:pout

Pic5:raiseone'seyebrow

Pic6:shrugone'sshouldersandmakeaface

Pic7:nod

Pic8:shakeone'shead

Pic9:blowakiss

Pic10:yawn

Pic11:scratchone'shead

Pic12:wave

Step3Findsentences

T:OK,somuchforthehomework.Today,wearegoingtolearntheu-ingformusedas

adverbialandattribute.First,!willgiveyou4minutestoreadthetextagainonPage

25andfindoutallthesentenceswiththeu-ingfrom.

After4minutes,asksomestudentstoreadoutthesentencesthey'vefound.

T:OK,time'sup.Whohavefoundoutthesentences?

S:Theyarevisitorscomingfromseveralcounties,whoareinterestedinthe

developmentofbusinessinChina.

S:Fourpeopleenterlookingaroundinacuriousway.

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.

S:Youseeherstepbackappearingsurpriscd,andtakeafewstepsawayfromMr

Garcia.

S:ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfrom

Canada.

S:HisnosetouchesMrCook'smovinghand,andtheybothapologize.

S:Notallculturesgreeteachotherthesameway,noraretheycomfortabletouching

strangersorbeingloocloseorloofaraway.

S:lnthesamewaythatpeoplecommunicatewithspokenlanguage,theyalsoexpress

theirfeelingsusinguesooken“language“throughkeepingphysicaldistance.aclionsoa

posture.

S:Mostpeoplearoundrheworldnowgreeteachotherbyshakinghands,hiitsome

culturesuseothergreetingsaswell.

S:Shearriveshurrying,recognizesMrGarcia'ssmilingface,andthentheyshakehands

andkisseachothertwiceoneachcheek.

S:Itisaninterestingstudyandcanhelpyouavoiddifficultyincommunication.

Step4Structurestudy

T:Today,wearegoingtolearnthev.ingastheattribute.ltmeansthatthev.ingformis

usedastheadjectivetomodifyanoun.Intheabovesentences,whichsentenceshave

thev.-ingastheattribute?

S:Theyarevisitorscomingfromseveralcounlries.whoareinterestedinihe

developmentofbusinessinChina.

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.

S:HisnoseLuuuhesMrCook'suiovinghand,andtheybothapologize.

S:Shearriveshurrying,recognizesMrGarcia'ssmilingface,andthentheyshakehands

andkisseachothertwiceoneachcheek.

S:Ilisaninlereslingstudyandcanhelpyouavoiddifficultyincommunication.

T:Verygood.Youhavetotallyunderstoodtheusageofv.-ingasattribute.Now,let's

learnmore.Takethesecondsentenceforexample.Fourpeopleenterlookingaroundin

acuriousway.Inthissentence,theE-ingdescribesthemovement"cntcr^.Soit'sused

asanadverbial.Intheabovesenlences,whichbelongstothisusage?

S:Fourpeopleenterlookingaroundinacuriousway.

S:Thisisanexcitingexperienceforyou,soyoustandwatchingandlistening.

S:YouseeherstepbackaDDearingsurprised,andtakeafewstepsawayfromMr

Garcia.

S:ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfrom

Canada.

S:Notallculturesgreeteachotherthesameway,noraretheycomfortablelouching

slrangersorbeingloocloseorloofaraway.

S:Inthesamewaythatpeoplecommunicatewithspokenlanguage,theyalsoexpress

theirfeelingsusingunspoken“language”throughkeepingphysicaldistancc、actionsor

ncsture.

S:Shearriveshurrying,recognizesMrGarcia'ssmilingface,andthentheyshakehands

andkisseachothertwiceoneachcheek.

Step5Exercisesforconsolidation

T:Sofaryouhavegotaclearideaabouttheu-ingastheattributeandadverbiaLNow

let'sdosomeexercisestoconsolidateyourunderstanding.HavealookatEx.2on

Page29.Therearesomeverbsinthebox.Youhavetousetheirproperformstofinish

thesentences.

Suggestedanswers:

A

l.Wewereallnervousaboultheapproachingexaminations.

2.Businessleaderslookveryserious.Theydonotoftenhavesmilingfaces.

3.Theshakingbuildingsshowedusthatancarlliquakuwascoining.

4.1tisexcitingtowatchcompetingathletesreachtheotherendoftheswimming

pool.

B

l.Mymotherisahappywoman.Shealwaysgetsupsmiling.

2.Afterthedogfellinthelake,itclimbedoutshakingitself.

3.Afterwcsawthecomedyshow,wcleftthetheatrelaughing.

4.Theblindmanwalkedlouchingthewallsofthebuildings.

T:OK.Somuchforthetextbook.Nowhavealookatthefollowingsentences.Thcreare

somemistakesinthefollowingsentences.Youarerequiredtofindoutthemistakes

andcorrectthem.Iwillgiveyou5minutestofinishthistask.Youcandiscusswith

yourpartners.

After5minutes,asksomestudentstogivetheiranswers.

T:Whohasfoundoutallthemistakesandcancorrectthem?

S:l.Nothavingseenthecan'ttellyouwhatIthinkofit.

S:2.Thcmenworkingforextrahoursgotanextrapay.

S:3.Seeingfromthetopofthehill,wefindthecitymorebeautiful.

S:4.Generallyspeaking,facialexpressionsarehelpfulcommunicationstoo.

S:5"Can'tyouread?”themansaid,angrilypaintingrothenoticeonthewall.

S:6.Knockatthedoorbeforeentering,please.

S:7.Europeanfootballisplayedin80countries,makingitthemostpopularsportin

theworld.

Step7SummaryandHomework

T:Todaywehavegoneovertheimportantwordsandexpressionsinthisunit.We've

learntthev.ingformastheattributeandastheadverbial.Ihopeyou'llreviewwhat

youhavelearntafterclass.

TiHomeworkfortodayistofinishtheexercisesofUsingstructuresonPage64.

RecordafterTeaching

ActivitiesandResearch

Theteachermayfirstpreparesomecardsonwhichsomewordsarewritten

describingbodymovements.Andthentwostudentsareneededloact-and-guess,that

is,oneistoactthebodymovementsandtheothermayjustspeakoutthewords.ltisa

goodchanceforthestudentstoconsolidatethewordstheylearnt.

Referenceforteaching

Grammar

动词-ing形式作定语和状语

作定语

1.动词・ing形式作定语，单个分词作定语时，放在所修饰的名词之前，说明其修

饰名词的性质或特征，表示“供作……之用”和“……的”。

awalkingstick(astickusedforwalking)手杖

drinkingwater(waterfordrinking)饮用水

awaitingroom(aroomforwaiting)候车/诊室

workingpeople劳动人民

therisingsun正在升起的太阳

2.动词-ing形式的短语放在所修饰的名词后，相当于一个定语从句。

Theyarevisitorscomingfromseveralcountries(whocomefromseveral

countries).

他们是来自数个不同国家的参观者。

Threedayslater1receivedaletterofferingmethejob(whichofferedmethe

job).

三天之后,我收到同意给我这份工作的来信。

Thegirlstandingthere(whostandsthere)ismyclassmate.

站在那儿的女孩子是我同学。

作状语

动词-ing形式作状语时，可以表示时间、条件、原因、伴随或方式以及结果等。

1.表示方式或伴随

Fourpeopleenteredtheroomlookingaroundinacuriousway.

有四个人走了进来好奇地四处张望。(伴随)

Theboysatinfrontofthefarm-house,cuttingthebranch.

那男孩坐在农舍前，砍树枝。(伴随)

Hecamerunningbacktotellmethenews.

他跑回来告诉我这个消息。（方式）

Hesentmeane-mail,hopingtogetfurtherinformation.

他给我发了一封邮件，希望可以得到更多信息。（伴随）

2.表示时间

Hearingthenews,hecouldn'thelpshouting.

听到那个消息，他禁不住大叫起来。

Lookingoutofthewindow,!sawsomechildrenplayingthere.

从窗外看出去，我看见了几个孩子在那儿玩。

Findinghercarstolen,shehu