标签: 2019-2020年高一英语Unit21Bodylanguage教案人教版  
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文档内容摘要
doc 2019-2020年高一英语Unit21 Body language教案 人教版 The First Period Teaching Aims: 1. Learn and master the following: confuse confused avoid contact disagree ahead go ahead 2. Train the students' listening ability by listening and answering some relative questions. 3. Learn to express yourself using facial expressions. 4. Help the students to make offers and requests. Teaching Important Points: 1. Train the students' listening ability. 2. Encourage the students to learn to make offers and requests by speaking. Teaching Difficult Points: 1. Learn to describe gestures and facial expressions. 2. Finish the task of speaking. Teaching Methods: 1. Listening-and-choosing activity to help the students go through with the listening material. 2. Looking-and-guessing method to help the students learn to use gestures and facial expressions correctly. 3. Individual, pair or group work to make every student work in class. Teaching Aids: 1. a tape recorder 2. the blackboard The Design of the Writing on the Blackboard Unit 21 Body language The First Period Teaching Procedures: Step Ⅰ.Greetings and Lead-in Greet the whole class as usual. T: how do you do today! It seems that you all are tired! Why?...... How do I know?( facial expressions)Yeah, sometimes we can express ourselves using gestures or facial expressions. Imagine that you are having a stomachache. How can you let us know that without speaking? Who'd like to use your expressions and body movements to express it? (One student gives a performance. After that, the teacher may ask some other students to give some similar performances using expressions and body movements and let the class guess the meaning of them.) Step Ⅱ.Warming up T: Thank you for your performances. Today we're going to learn Unit 21 “Body language”.(Bb: Unit 21 Body language) First, let's learn some phrases and words in this period. (The teacher and the students begin to learn the new words and phrases.) T:OK. Now open your books at Page 45 and look at the five pictures in it. Discuss in pairs and see if the persons in the pictures are happy, sad, angry, confused or tired. And match each picture with the correct emotion and the correct sentence below the pictures. After a while, I'll ask at least five students to talk about the pictures before the class.(Three minutes later.) T: Who'd like to describe Picture 1? S1:The person in Picture 1 is confused. Maybe he doesn't know what to do. T: Are you sure your description is right? S1:Yes,I am. T: What makes you think that the person in this picture is feeling confused? S1: His facial expression. T: Very good. Can you give a performance to show you are confused? (The student gives a performance.) T: hank you. Sit down, please. Now let's talk about the other four pictures. And give performances. One student, one picture. S2:(Picture 2)The person is feeling angry.—I can't believe she said that! That is so unfair. S3:(Picture 3) The person is feeling sad because he/she have lost his/her wallet. S4:(Picture 4) The person is happy because she/he got an A on her/his exam. S5:(Picture 5) The person is feeling tired because he/she says it's been a long day and he/she can't keep his/her eyes open. T: Very good. Now look at your classmates and tell how they are feeling today by the way they sit or stand. (After two minutes, the teacher asks some students to tell how their classmates are feeling. After that, the teacher says the following.) Step Ⅲ. Listening T: Let's do some listening. Read the requirement first. (After one minute.) T: Do you know what you should do after you listen to the tape? Ss: yes. T: OK. I'll play the tape only once. You must listen carefully and then choose the best answer to each question. (At last the teacher asks some students to read out their answers and checks them.) T: Right. Now I'll give you a performance task. I read out the following sentences. You must use body language to express what I mean. For example, you must use your body language to municate this idea: You are enjoying something.(Then the teacher gives a performance.)Are you clear? Ss: Yes. (The teacher begins to read out the following sentences. Meanwhile, the students give the performances. 1. You want to leave because you are in a hurry. 2. You are interested in what someone is saying. 3. You are not interested. 4. You disagree with what someone is saying. 5. You are saying goodbye to sb.) Step Ⅳ. Speaking T: OK. So much for listening. It's time for us to do some oral practice. Listen carefully and answer some questions. We often go to the bus station, the railway station or the airport to meet someone. What should you say when seeing him/her ing? Ss: Hello!/Hi! T: Yes. What should you say if he/she is carrying a heavy suitcase? Ss: Can I take the suitcase for you? Ss: Would you like me to help you with the suitcase? … T: Very good. Here is a dialogue between Paul and an old man on Page 46.Paul saw the old man carrying a very heavy suitcase. Then he went up to help the old man…Now read it aloud and find out the sentences offering help and the ones accepting and refusing help. (After a while, the teacher asks some pairs to act out the dialogue before the class.) T: Thank you for your wonderful performances. Now tell us how Paul offers help in the dialogue. S6: Would you like me to help you with it? Is there anything else I can do for you? T: Right. How did the old man accept Paul's help? S7: Yes, please. It's very heavy. Thank you. That's very kind of you. T: Good. How did the old man refuse Paul's help? S8: No, thank you. Thanks for all your help. T: Quite right. Now, please look at the useful expressions on Page 46.Work in pairs. Use the expressions to make up a dialogue according to one of the situations in Speaking. And then I'll ask some of you to act it out. Suggested answers: (A is late for a flight and A wants to go ahead of the queue.) A: Excuse me, sir. My plane i