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Unit2BodyLanguagePeriod1holdtheheadup然后提问WhowillyougotohelpWhy.教师展示表现游戏中部分肢体语言的图片学生学习上述动作的英语表述,同时认读和理解单词sighhold和短语situp教师继续提问Whatsthefunctionofbodylanguage然后总结Bodylanguagehelpsuscommunicatewithothers.Properbodylanguagecanhelpusmakeagoodimpressiononothers.学生认读和埋解单词communicationimpression和短语makeagoodimpressionon.教师出示两张人物图片,其中一人衣着遮遢,面容倦怠,另一个人衣着整齐讲究精神焕发并提问Whatelsecanhelpusmakeagoodorbadimpressiononothers然后总结Yourappearanceandthewayyoudresswillmakeagoodorbadimpressiononothers.Thesearcalsoapartofyourbodylanguage.o学生认读和理解单词appearancewell-dressedo.学生完成Whatdoyouknowabout…部分的练习AStep3预测主阅读篇章的大致内容,根据上下文语境猜测词义
1.学生阅读主阅读篇章的标题、引言并观察插图,然后完成Beforeyouread部分的练习学生认读和理解单词boredparl-time和短语takeplace
2.学生阅读主阅读篇章的引言、第
一、第二两段和最后两段,然后完成下表学生认读和理解单词ladyremind
3.学生完成Vocabulary部分的练习ClStep4进一步了解主阅读篇章的内容,并学习引导的用法
1.学生阅读主阅读篇章第二至第九段,完成下表学生认读和理解单词mattertowards
2.学生判断下列引语的说话者Idontunderstand.SimonItsthewayyoucommunicate.MrYangCommunicatingismorethanjustspeaking.MrYangBodylanguageSimonItsthewayyoustandandsit.MrYangShesholdingherheadup.MrYang.教师提问学生Whatpunctuationmarkdoweusewhenwequotepeople.然后帮助学生总结我们可以根据引号quotation来分辨说话者在文本中,一组引导中的话语通常由同一个人所说.学生再次阅读第
九、十两段,然后回答ArcthesewordssaidbythesamepersonYesbyMrYang.0教师帮助学生归纳有时会出现多个段落是同一个人说话的情况此时,每段的段首都有前引导,但只在最后一段的结束才会出现后引导.学生阅读教材第21页Strategy部分的内容,加深对如何辨别说话者这一策略的理解.学生模仿录音的语音、语调,朗读第三至第十段StepS朗读主阅读篇章,加深对引号用法的「解.学生阅读主阅读篇章第II至12段,完成下表然后根据表格中的内容说说Simon前后肢体语音的变化学生认读和理解单词later.学生阅读最后两段,然后辨别下列句子的说话者Youmadeagoodimpressiononher.MrYangThatwasmysister.SimonShewantedtoremindmethattomorrowisherbirthday.Simon
3.学生分角色朗读主阅读篇章中的对话教师应提醒学生注意体会说话者的情绪变化.模仿录音的语音、语调,朗读课文.抄写单词和短语languagecommunicationgesture»boredpart-timewell-dressedladysighmatterexpressionappearanceimpressiontowardsholdlaterremind bodylanguagetakeplacesitupmakeagoodimpressionon
3.完成下列表格
4.完成《练习册》第18页Vocabulary和第25页ReadingA的练习教学内容Gettingreadyp.17Readingpp.l8-19»VocabularyClp.20Strategyp.21教学目标语言知识.认读和理解单词languagecommunicationgestureboredpart-time»well-dressedladysighmatterexpressionappearanceimpressiontowardshold»laterremind和短语bodylanguagetakeplacesitupmakeagoodimpressionon.学习引导在引述说话人话语时的用法语言技能.根据图片或上下文语境猜测词义.理解故事情节发展的顺序,并通过人物的举止行为了解他们的性格特征学习策略.运用略读策略,了解主阅读篇章的大致内容.在阅读对话类文章时能辨别不同的说话者和他们说的话情感态度意识到肢体语言在日常交际中的重要作用教学重点.根据图片或上下文语境猜测词义.理解故事情节发展的顺序,并通过人物的举止行为了解他们的性格特征教学难点在阅读对话类文章时能辨别不同的说话者和他们说的话教学过程Step1阅读Gettingready板块的图文,了解单元话题
1.学生观察教材第17页的卡通图,阅读Hi和Lo的对话,回答下列问题HowdoesHarrylookHelooksquiteangry.WhatishisproblemHecantunderstandwhypeopledontwanttotalktohim.DoyouunderstandwhyBecausehelooksangryandpeopleareafraidoftalkingtohim.WhatdoesheneedtodoHeneedstochangehisfacialexpression./Heneedstosmileatpeople..教师板书bodylanguage告诉学生Wearegoingtolearnastoryaboutbodylanguage.o学生认读和理解单词language和短语bodylanguage.教师提问学生Whatisbodylanguage然后出示图片学生根据图片信息猜测词义并认读和理解单词gestureexpression教师总结Bodylanguageincludesposturegesturesfacialexpressioneyemovementsandsoon.Step2通过肢体表演,激活背景知识
1.教师指导学生做个小游戏先请第一问学生表演叹气sigh、低头lookdown.皱眉frown请第二位学生表演微笑smile坐直situpstraight抬头PlaceatatravelcompanyCharacterSimonDebbieandMrYangBodylanguageImpressiononpeopleSimonHelooksdownneversmilesanddoesntturnhisheadtowardspeople.Hedoesntgivepeopleagoodimpression.DebbieSheholdsherheadupalwayssmilesandlooksfriendly.Shemakespeoplefeelwelcome.ChangesinSimonsbodylanguageBeforelookeddownneversmileddidnotturnhisheadtowardspeopleAftersatupstraighttriedsmilingatpeopleWheredidthestoryhappenatWhowerethemaincharactersinthis•story••WhathappenedatthebeginningofthestoryCustomersalways.Simonfeltveryunhappy.WhathappenedinthemiddleofthestoryMrYangexplainedthatDebbiesmadepeoplewhileSimondidnt.Simonhisbodylanguage.WhathappenedattheendofthestoryWhenMryangcongratulatedSimonbecauseheafemalecustomerSimonrevealedthatthegirlwas.。