高中英语说课稿：《Unit 21 Body Language》说课稿范文

Part3Para4-5:Some gesturesseem to be universal.

2.ReadingThis partis designedto help students toget moredetailed informationof the text.1Read thesecond partPara2-3more carefullyand thenfill in the table,using aprojector to showthe table.Words initalics can be blank.GESTURES COUNTRIESMEANINGSeye contactsome countriesa wayto showthat one is interestedothercountries rudeor disrespectfula circle with one s thumb and index finger most countries OKJapan MoneyFranceZeroBrazil RudeGermanythumbsup the US great or good jobNigeria rudeGermanyThe number oneJapanmoving the index finger in a circle in front of the ear some countries crazyBrazil You have a phone call.2Read thelast partPara4_5again and then try to answersome questions:

1.How canwe communicate“I amtiredv withthe body language Andplease actit out

2.What doesurubbing one s stomachmean

3.Why dowe say“the smile is auniversally understood body languagev

3.Reading aloudListen to the tape of the textand makemarks wherethey dont understand.

4.Some languagepointsDiscuss somethingthat studentsdon,t understand.Possible notes:Step4Post-readingGet the students to discuss the following questionsin pairsor groupsof four.Then getoneof themto reporttheir resultsof theirdiscussion to the wholeclass.

1.What aresome situationswhere weneed tobe verycareful aboutour body language and gestures

2.How isbody languagedifferent fromspoken languageWhat do they havein common

3.Sometimes wesay onething butour body language sayssomething different.Why doesthis happenCanyou thinkof anyexamples

4.Work togetherin pairsor groups.Complete thechart below.Step5Discussion/AssessmentIf yougo fora jobinterview,you shouldbe wellprepared forwhat to say andhow to answer theinterviewers possiblequestions.Besides,what youcan door actduring theinterview isalso veryimportant.Inthe firstthree periodsof thisunit we have learnedsomething about body language.Now supposeyou aregoingfor aninterview,what shallyou payspecial attentiontoHomework

1.Preview the following lesson.

2.Retell the text.Period5Language studyGrammarStep1RevisionGet some students to retell thetext.Step2Language study

1.Do Exercise2on page61first,matching the following wordsabout body movements withcorrectdefinition.

2.Go through the instructionof Exercise1on page61and make sure thatstudents know what to do andthenget students todiscussthese wordsin groupsof four.Then invitesomestudents to telland act out these gestures.Step3GrammarThe-ing form2:used as a noun

1.Language inputJustnow we ve madeclear howthese parts of ourbody can be usedto“talk”to someone.For example,shaking yourfist atsomeone isa way of sayingthat you are veryangry.Copy thissentence on theblackboard.Now pleaselook at the sentence.Do youknowwhat the-ing form“shaking”and“saying“here areused asThey areused asnouns.As we know,asanoun,usually itcan be thesubject,object orpredicative ina sentence.Who can tell mewhat“shaking”and“saying“playin thesentence shaking------------------------------------------subject;saying-------objectThen gothroughthethree sentencesin the students books.Subject Inmany countries,shaking ones headmeans no”and noddingmeans yes”.Object We can learna lotabout what a personis thinkingby watchinghis orher body language.PredicativeA goodwayofsaying“I amfull”is rubbingthe stomachafter a meal.Attributive Theprice ofbuildingmaterials hasgone upagain.

2.PracticeFind the-ing formin thetext“Body Talk”and analyzetheir functionsin thesentences.

3.Drills1The-ing formin thisexercise isused asSubject.2The-ing formin thisexercise isused asAttributive.3The-ing formin thisexercise isused asObject/Predicative.Do Exx.1~3on page61-62one byone.

4.ConsolidationGet thestudents to make outa list of verbsor verbphrases whichcanbefollowed by the-ing formoronly 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 thelp 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 partcan alsobe leftas homework.HomeworkMake outa listof verbsor verbphrases whichcanbefollowed bythe-ing formor onlybythe-ing form.Period6ReadingWritingThe materialgiven in thestudentsbook isquite difficult.Teachers canfirst providestudents somethingeasyto helpstudents makesure whatthey shoulddo inthis partintegrating skills.Look atthe followingthreepictures onthe screen.They arein disorder.So pleaseput thesepictures inorder first,and thensaysomething abouteach picture.At last,use thesepictures tocreate a story.Possible order:1,3,2Possible version:One day,an oldman inrags stoodatastreet corner,playing theviolin topassers-by.He puta caponthe groundin front of him,so thatpeople wholiked themusic coulddrop coinsinto it.Just then,awell-dressed gentlemancame overto him.The oldman feltvery happywhen hesaw the gentleman puthishand intohis pocket.But tothe oldman,s disappointment,thegentlemantook outa fluteinstead ofsomemoney andbegan playingthe flutetogether withhim.Step2Pre-writingJust nowwevedescribed threepictures andcreated a story.Do youknow how to writeastoryLet sgetsome tipsfor writingastory.Turn topage

63.Step3While-writingWork ingroups.Look atthe sixpictures onpage

62.Your taskis touse the pictures tocreate astory.You mustuse allof thepictures inonly onestory.Then doas follows.1Put thepictures inorder basedon your story.There isno correctanswer tothis question,so youmustmake upyour ownstory.When you have createdthe story,makesurethat allgroup membersknow the story.2Now youwill actout thestory.There are several rules.First ofall,each memberwill have to actatleast onepart,and youmust actout all thepicturesin your story.Second,you CANNOTspeak whenyouactoutyour story.You canonly usebody language to actout thestory.You maymake soundsor noises,but you may not say anywords.3Act out thestory in frontof the class.Remember thatyoumaynot speak.The othergroups willwatchyou andtryto guess thestory.The othergroups maynotsayanything whenyouareacting outyourstory,but whenyouhave finished theywill tryto retellyourstory.You willalso watchthe othergroups andtrytoguesstheir stories.1Write astory basedonthestories youand yourclassmates haveacted out.You mayuse your own storyorthat ofanother group.2When studentshavefinishedwriting,let studentscheck thestory witheach other.If possible,choosesome studentsstories andcorrect themtogether withthe wholeclass,using aprojector.HomeworkWrite yourstoryinyour exercisebooks.Find somemore informationabout body language,and youmay surfthe Internetas follows:http://www.wadsworth.com/http://www.ivillage.co.uk/workcareer/survive/prodskills/articles/O,9545,156472176844,

00.ht mlhttp://www.uwm.edu/^cei1/career/jobs/body.htm.exp.ie/advice/bodylanguage.html.factmonster,com/ipka/A

0769348.htmlhttp://www.asperger-marriage.info/survguide/chapter

5.htmlhttp://www.scpzyz.net/unstu/sec.aspo=1038http:〃www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm.google,com*补充材料Interview techniques/Body signals定语及翻译；4按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语“综合技能”Integrating skills设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力“学习建议”Tips提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习“复习要点”Checkpoint部分简要总结了本单元的语法重点同时通过两个问题引导学生对本单元所学的词汇作一次小结-教学重点与难点I.动词-ing形式在句子充当主语、宾语•、表语或定语II.交际功能句型如何提议和请求及其答语的句型III.重点、难点词汇词组confused,avoid,go ahead,crazy,get through,tear down,occurIV.常用句型Just likespoken language,body languagevaries fromculture toculture.There isnothing betterthan sth./doing sth./to dosth.

二、语篇分析Body TalkP59-P.60-课文图解1Read thetext“Body Talk“and thencomplete notesaboutbody language.2Generally,we candivide thewhole textinto threeparts:Part1Para1:We useboth wordsand body language toexpress ourthoughts andopinions andto communicatewithother people.Part2Para2-3:Just likespoken language,body languagevaries fromculture toculture.Part3Para4-5:Some gesturesseem tobe universal.3Fill in the tableabout gestures,countries and their meaningsin thesecountries.Words initalicscan beblank.GESTURES COUNTRIESMEANINGSeye contactsome countriesa waytoshowthat oneis interestedothercountries rudeor disrespectfulacirclewithonesthumbandindexfingermostcountriesOKJapanmoneyFrance zeroBrazilrudeGermanythumbs uptheUSgreatorgoodjobNigeriarudeGermany thenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriescrazyBrazilYouhaveaphonecall.

（二）课文复述Retell thetext usingabout100words.Notes:

1.Try touse the-ing formtoretellthetext.

2.Make useofthenotes andtable abovewhile retelling.

3.The possibleversion belowcanbeused asmaterial forboth retellingand dictation.One possibleversion:Wecancommunicate withother peopleby watchinghis bodylanguage besideswords.Just likespoken language,bodylanguagevaries fromculture toculture.Take thegesture forOK asan example.The gesturemeansmoney inJapan andin Franceit meanszero,while inBrazil andGermany doingso isrude.People in differentcountries show the same idea in different ways.For example,in manycountries,shaking one,s headmeans“no”,and noddingmeans“yes”.However,in Bulgaria,parts ofGreece,and Iran,the gestureshavethe oppositemeaning.Although thereare manydifferent interpretationsof ourbodylanguage,some gesturesseem tobe universal.Perhaps the smileisthe best example.A smilecan helpus wellcommunicate withothers.

（三）德育渗透Do inRome asRome does[as theRomans do].[谚]入国问禁，入乡随俗Manners makethe man.礼貌造就人Good mannersare theart of making thosepeople easywith whomwe converse.------------Jonathan Swift礼貌周到是使同我们谈话的那些人感到自在的艺术——英作家斯威夫特四写作技巧

1、写作线索Raising thetopic:communicating inbodylanguageParagraph1Interpretations ofbodylanguageindifferent countriesParagraphs2-3Universal bodylanguage Paragraphs4-

52、趣味说教课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时:也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用五优美句式There isnothing betterthan sth./doingsth./to dosth.没有比做某事更好的了原句And ifwe arefeeling downor lonely,there isnothing betterthan tosee thesmiling faceof agoodfriend.e.g.There isnothing betterthan serving/to servethis greatnation ofours.There isnothing betterthan theencouragement ofa goodfriend.

三、课时安排Warming upListening WBPeriod1Period2Listening SpeakingPre-reading LanguagestudyPeriods3-4Reading Period5Post-reading GrammarReadingPeriod6WritingTeaching Procedure:Period1Warming upListening

1.Brainstorm:the wordsof emotions/feelings ofhuman beingsAsweknow,sorrow andhappiness makea life.We,human beings,have allkinds ofemotions.Let sbrainstormemotions weve learnedso far.happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened,embarrassed,depressed,uneasy,thrilled,easy,confident,delighted,kind,curious,etc.

2.Now lets lookat pictureswith differentemotions andmatch eachpicture withthe correctemotionand thecorrect sentence.Meanwhile,ask studentswhat makeshe/she thinksthat theperson inthe pictureisfeeling acertain way.Possible answers:Picture1:Confused;I dont knowwhat todo.Picture2:Angry;I cant believeshe saidthat!That isso unfair!Picture3:Sad;I velost mywallet!Picture4:Happy;I gotan Ain myexam!Picture5:Tired;It sbeen along day.I cant keepmy eyesopen.

3.From ones facialexpression,we canknow how he/she isfeeling.Besides,we canknow howhe/she isfeeling from his/her gesture,that istosay,the wayhe/she standsor sitscan alsotell ushowhe/sheis feeling.Now lookat yourclassmates andtell howthey arefeeling todaybytheway theysit orstand.Step2Listening

1.Pre-listeningJust nowwe seewe canlearn howoneisfeelingfromboth his/her facial expressions and gestures.Lookat me.Can youguess whatthese gesturesmean1shake thehead2wave thearms3stand witharms folded

2.Listening1Listen toPart1for the first timeand getthestudents todo thefirstquestion ofPart

1.2Listen toPart1again and dotherest twoquestions ofPart

1.3ListentoPart2anddoquestions ofPart

2.If studentscantfollow it,listen again.

3.Post-listeningBased onwhat youheard justnow andyourownexperience,discuss withyour partner:How canyou useyourbody language to communicatethefollowingideasHomework

1.Make alistoffacial expressionsandgesturesandtheirmeanings weve learnedtoday.

2.Preview thefollowing lesson.Period2Listening WBSpeakingStep1ListeningDo the listening practiceinthe workbook stepby step.If thematerial istoo difficult,teachers cangivestudents somedifficult sentencesfirst oreven givethelisteningmaterial tostudents aftertheylisten tothetapetwice.Step2Pre-speakingMake somerequests andask/helpstudentstoanswerand makeoffers,for example:T:Could yougive mea handS:Yes,of course.What can I do for youT:Could youplease clean the blackboardfor meS:With pleasure.T:That svery niceof you.Teachers canalso askstudentstoopen/close thewindow,turn onthe projectorand so on.Step3Speaking

1.Language InputJustnow Iasked somestudentstohelp mecleantheblackboard open/close thewindow,turn onthe projectorandsoon..In factwe repracticing makingrequests,offers andresponses.Now lets lookat someusefulexpressions onpage

58.Useful expressionsof making offers andrequestsCan/Shall Ihelp youwith thatWould you like me to•••No,thank you.Thanks forall yourhelp.Could youplease••,Would youlike somehelpCould yougive mea handwith thisNo,thanks.I canmanage itmyself.Is thereanything elseI cando for youCould youhelp mewith,•,That svery niceof you.Do youneed somehelp withthatNotes:Is thereanything elseI cando foryou=What elsecan I do foryouWe use these twosentences offerhelp againwhen weve alreadyoffered help.

2.PracticeNow use these expressionsand followthe exampletomake up some dialogues inthefollowingsituationsin pairs.Then getsome pairsto actoutthedialogues infrontoftheclass.Step4Useful Expressions--------Making offers/requests andresponsesIn oureveryday life,we quiteoften meetdifficulties andhavetoask ourfriends orrelatives forhelp.Of course,sometimes we11offer tohelp others.And inEnglish there，reseveral ways of makingoffers/requests andresponses.Please lookatthescreen.Ways ofmakingoffers or requestsWays ofreplying toothers，offersorrequestsAcceptance Refuse

1.Can/Could/Shall Ihelp you

2.Would youlike meto•••

3.Is thereanything elseI cando foryou

4.Do youwant meto,,•

5.What elsecanIdoforyou

6.Let medo/carry/help・••foryou

7.Would youlike some•••

8.Do youneed somehelp with•,•

1.Thanks.That wouldbe nice/fine.

2.That svery kindof you.

3.Thank youfor yourhelp.

4.Yes,please.

5.Here,take this/my*

1.No,thanks/thank you.I canmanage itmyself.

2.Thank youallthesame.

3.That svery kindof you,but-**.

1.Could youplease•••

2.Could yougive mea handwith•••

3.Could youhelp mewith•,•

1.With pleasure.

2.Yes,of course.

1.Im sorry,but•••

2.Idlike to•••,but•••.Step5Making updialoguesJust nowwehavegot throughseveralwaysofmakingoffers/requests andresponses.Let susethesesentencestructures tomakeupsomedialogues.Get thestudentstowork inpairs andoffer todothefollowingthings foreach other.help youwith homeworkhelp youwith cookingamealshow youhow tousethetypewritergo andbuy somemedicine dothe shoppingshow youtothedining roomExample:A:Would youlike somehelpB:Yes,please.A:Shall Ishow youhowtouse thiselectric typewriterB:Thanks.I havent usedthis onebefore.A:Wouldyoulikemeto typeyour compositionfor youB:No,thanks.I canmanage itmyself.Step6Post-speakingIf timepermits,get studentsto finishthe task of talking intheworkbook.HomeworkPrepare thetaskoftalkingintheworkbook.Preview thefollowing lesson:Body talk.Periods3-4ReadingStep1RevisionCheck thehomework ofmaking upa dialogueintheworkbook.Go overthe waysofmakingoffers/requests andresponses.Step2Pre-readingIn thefirst periodof thisunit,wc velearned thatwe canuse ourfacial expressionsandgesturestoexpress ourselvesor tellwhat someoneis thinkingor feelingby lookingat theirfacialexpressionsandgestures.

1.Who cantell ussome waysof tellingwhatoneis thinkingor feeling

2.Do peoplefrom differentparts ofthe worlduse differentbodylanguageWhat aboutpeople wholivein differentpartsofChina

3.How doyou communicatethefollowingwith bodylanguageThank you!No.Yes.I dont know.Come here!Step3Reading

1.ScanningAsk studentsto readthetextquickly andfindoutthe mainidea/key sentenceof eachparagraph inpairs.Para1:We useboth wordsand bodylanguagetoexpress ourthoughts andopinions andto communicatewithother people.Para2:Just likespoken language,bodylanguagevaries fromculture toculture.The samegesture hasdifferent meaningsindifferent countries.Para3:People indifferentcountriesshowthesameideaindifferentways.Para4:Some gesturesseemtobeuniversal.Para5:Perhaps thebestexampleof universallyunderstoodbodylanguage isthesmile.Teachers canalso askstudents howmany partswe candivide thewhole textinto andwhatthemain ideaofeach partis.Part1Para1:We useboth wordsand bodylanguagetoexpress ourthoughts andopinions andto communicatewithother people.Part2Para2-3:Just likespoken language,bodylanguagevaries fromculture toculture.。