高中英语说课稿：《Unit 21 Body Language》

标签：英语说课稿,http://www.manfen6.com 高中英语说课稿：《Unit 21 Body Language》,
2. What does “rubbing one’s stomach” mean?
3. Why do we say “ the smile is a universally understood body language”?
3. Reading aloud
Listen to the tape of the text and make marks where they don’t understand.
4. Some language points
Discuss something that students don’t understand.
Possible notes:
Step 4 Post-reading
Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.
1. What are some situations where we need to be very careful about our body language and gestures?
2. How is body language different from spoken language? What do they have in common?
3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
4. Work together in pairs or groups. Complete the chart below.
Step 5 Discussion/Assessment
If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?
Homework
1. Preview the following lesson.
2. Retell the text.
Period 5 Language study & Grammar
Step 1 Revision
Get some students to retell the text.
Step 2 Language study
1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.
2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.
Then invite some students to tell and act out these gestures.
Step 3 Grammar
The –ing form (2): used as a noun
1. Language input
Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)
Then go through the three sentences in the students’ books.
Subject In many countries, shaking one’s head means “no” and nodding means “yes”.
Object We can learn a lot about what a person is thinking by watching his or her body language.
Predicative A good way of saying “I am full” is rubbing the stomach after a meal.
Attributive The price of building materials has gone up again.
2. Practice
Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.
3. Drills
Do Exx. 1-3 on page 61-62 one by one.
1) The –ing form in this exercise is used as Subject.
2) The –ing form in this exercise is used as Attributive.
3) The –ing form in this exercise is used as Object/Predicative.
4. Consolidation
Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.
动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.
(This part can also be left as homework.)
Homework
Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

Period 6 Reading & Writing
Step 1 Warming up
The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).
Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

Possible order: 1, 3, 2
Possible version:
One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.
Step 2 Pre-writing
Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.
Step 3 While-writing
Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.
1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.
2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.
3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.
Step 5 Post-writing
1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.
2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.
Homework
Write your story in your exercise books.
Find some more information about body language, and you may surf the Internet as follows:
http://www.wadsworth.com/
http://www.ivillage.co.uk/workcareer/survive/prodskills/articles/0,9545,156472_176844,00.html
http://www.uwm.edu/~ceil/career/jobs/body.htm
http://www.exp.ie/advice/bodylanguage.html
http://www.factmonster.com/ipka/A0769348.html
http://www.asperger-marriage.info/survguide/chapter5.html
http://www.scpzyz.net/unstu/sec.asp?o=1038
http://www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm
http://www.google.com
*补充材料
Interview techniques/Body signals

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