2021年高中高二下册英语教案范文 BODY LANGUAGE

1、高中高二下册英语教案范文 Body language 【 - 初二下册英语教案】 课型设计与课时分配 1st period warming up(6.3-6.4) 2nd period Reading (I)(6.5) 3rd period Reading(II)(6.9) 4th period Language Study(6.10-6.11) 5th period Listening(6.12) 6th period Writing(6.13) . 分课时教案 The First period warming up Teaching goals 教学目标 1. Target Languag

2、e目标语言 a. 重点词汇和短语 misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, _, punish b. 重点句型或交际用语 Act out the following meanings, please. please guess what I mean. please show the actions, using body language. Now it is your turn to show the action / gesture. please use either spo

3、ken words or body language to express your ideas. please use both spoken words and body language to express your ideas. 2. Ability goals能力目标 a. Enable the students to understand what a _rtain gesture of the body language means in a given situation. b. Enable the students to act out some meanings, re

4、quirements, requests or situations given in the target language. c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals 学能目标 a. Help the students learn how to express themselves in body language when needed. b. Help the students unde

5、rstand others when body language is being used. Teaching important points教学重点 a. Teach the students how to understand body language used in different countries or cultures as well as in different oasions. b. Teach the students how to use body language in the most appropriate oasions. Teaching diffic

6、ult points 教学难点 a. Enable the students to realize the importan _ of body language in munication so that little or no misunderstanding _y our. b. Let the students know that there is both positive body language and negative body language. Teaching methods教学方法 a. Inpidual work, pair work and group work

7、. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids教具准备 A puter, a projector and some pictures. Teaching pro _dures be cheerful. A V-shape of the fore-finger and middle finger May you sueed! Or congratulations on your suess! A half-closed hand with thumb down I am no

8、t in favor of your idea or Ill have to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She is worried. Tears ing out of his eyes. He is very sad. All _iles on her fa _ She is very happy. Waving their hands They are waving goodbye to people around. A hand stretched out forwar

9、d with strength He is stopping a tank. people jump with their both hands stretched open in the air. They are cheering for the victory. T: What are the actions of the above gestures? What do they mean? S4: The first gesture is a handshake, which means “Youre wele”. S5: The second is a handclap, which

10、 means “Come on” or “Be cheerful” or something like that. S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to sueed. S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is ag

11、ainst the others idea or simply refuses the request. S8: The fifth is a worried look of a wo _n. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy. S9: The sixth is a _n shedding tears. Tears were running down his che

12、eks. He is very sad for losing his relatives or sad for his failure. S10: The seventh is a _iling fa _. It is easy to see that she is very happy. S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off. S12: The ninth is a hand stretched out for

13、ward with great strength. The boy is trying to stop a tank from entering into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; _ybe they have just won a game. So we can see that they are cheering for their victory. T: You have all done a

14、 good job. So you see that there are _ny cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, lets e to Unit 4 Body Language. Step practi _ T: Look at page 25. What are these people municating? Step Time for Fun T:

15、Now lets play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game _y go on for

16、 a few rounds. Clear? Ss: Yes. Thats funny! T: Try to _ke the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, _ke sure that everyone has a turn. Ss: All right. S1: What are you likely to do if it rains? (Actions) S2: reads a book; S3: puts o

17、n a raincoat; S4: cleans the house. S1: Ok. I think S3 seems the most likely, so it is his turn. S3: What are you likely to do if the river floods? (Actions) S1: runs away as fast as he can; S2: helps the younger or elder to escape as soon as possible;S4: climbs on to a tree. S3: Ok. I think S2 seem

18、s the most likely, so it is her turn. S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he can. S2: Ok. I think S4 seems the most likely, so it is his turn. S4: What are you likely to do if you

19、meet with a fier _ dog? (Actions) S1: re _ins where he is and bends down, looking at the dog; S3: tries to scare it away with s _ll stones; S4: runs away as quickly as possible. S2: Ok. I think S1 seems the most likely, so we all have done a good job. T: Yes. I couldnt agree with you. Now, one more

20、group. Step V Role play (Speaking task on p67) T: Now, theres still a little time left. Lets e to Speaking Task on page 67. Homework 1. Team work: Discuss the importan _ of body language. 2. Go over the Reading: 1) Communication: No problem? 2) Showing our feeling. T: I think you must have known som

21、ething about these pictures. Yes, they are from a program of _, the Evening _ Celebrating the Spring Festival of xx, the ing Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program? The second period Reading The Second period Reading (I) Teaching go

22、als 教学目标 1. Target language目标语言 a. 词汇和短语 _jor, local, represent, curious, Columbia, introdu _, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, edy b. 重点句子 Yesterday, another student and I , representing our universitys student association, went to the Capital

23、International Airport to meet this year international students. I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defen _. 2. Ability goals能力目标 a. Enable the students to realize the importan _ of body langu

24、age. What is the purpose of language? What is the purpose of body language? How can you _ if someone is sad even if they do not speak? How can you municate a feeling to someone who does not speak your language? b. Enable the students to understand the text. Where are the visitors from? How do Mr. Ga

25、rcia from Columbia and Julia Smith from Britain response when they are introdu _d to each other? What do Mr. Cook and the Japanese visitor do as they are introdu _d? How can people express themselves besides their spoken language? Do all cultures greet each other the same way? Do English people and

26、other Europeans act the same when they first meet? Is a handshake very mon in Japan? Is a kiss often used in Fran _ when people meet? Why are there different kinds of body language? c. Enable the students to re _ the text in their own words. 3. Learning ability goals 学能目标 Help the students learn how

27、 to explain the mon idea“different cultures, different body languages” with the target language in this unit. Teaching important points 教学重点 How does body language differ among people from different cultures? Teaching difficult points 教学难点 The understanding of the poorly-written reading text, especi

28、ally the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the pilers of the textbook. Teaching methods 教学方法 Skimming method, task-based method, role-play method. Teaching aids 教具准备 A recorder, a projector and a puter. Teaching

29、pro _dures Im sure there are more than two! Now whod like to give the answer to the third question? S4: Let me try, Sir / Madam. Ill try to use body language to _ the other what I need urgently. Ill do it by miming, by any proper posture, or gestures, even by drawing pictures. T: You are s _rt! Now

30、whod like to do the last one. It is more challenging, right? S5: Id like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop

31、 at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot

32、DSC-p100. The salesgirl spoke to me in Japanese this time but I couldnt understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the pri _ of it by draw

33、ing a big “?” in the air with my forefinger. She took out her calculator and put in the pri _. The pri _ was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again. T: Wonderful! Thank you for _ing us so interesting a true story and giving us so good an exam

34、ple of body language. Step While-reading 1. Scanning While reading, please try to pide the whole passage into several parts and find out the _in idea. part 1 para 1 You are sent to Capital International Airport to meet this years international students. part 2 (para. 2 and 3 ) Examples of learned or

35、 cultural “body language”. part 3. (para. 4 ) Different peoples have different body languages. part 4. (para. 5) Sum _ry of body language. Read the text carefully, then decide if the following statements are true (T) or false (F). Englishmen often stand close to others or touch strangers as soon as

36、they meet. Most people around the world now greet each other by kissing . Japanese will bow to others as greeting. people from Jordan will move very close to you as you introdu _ yourself to them. Some body languages in some countries are good while some countries body language are bad. Step IV post

37、 reading 1. Is the author of this passage _le or fe _le? How do you know ? The author is _le. Ahmed Aziz will not shake hands with women, but he shakes hands with the author. 2.What were the two mistakes that the author noti _d? He noti _d that the Colombian _n kissed the British wo _n, but in her culture