1 / 32

Unit 21 Body Language

Unit 21 Body Language. 浙江省新昌中学 吕德良. www.xczx.cn. 一、教材内容分析. 本单元的中心话题是 “ 肢体语言 ” ，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。. “ 热身” (Warming up) 部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使学生能在平时注意自己在与他人交往中注意自身的面部表情。.

hestia
Télécharger la présentation

Unit 21 Body Language

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 21 Body Language 浙江省新昌中学 吕德良 www.xczx.cn

  2. 一、教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。

  3. “热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使学生能在平时注意自己在与他人交往中注意自身的面部表情。

  4. “听力”(Listening) 部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

  5. “口语”(Speaking) 部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。

  6. “读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。

  7. “阅读”(Reading)部分是一篇说明文，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。

  8. “读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。“读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。

  9. “语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；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。

  10. “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。

  11. “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。

  12. 教学重点与难点 I. 动词-ing形式在句子中充当主语、宾语、表语或定语 1. In many countries, shaking one’s head means “no” and nodding means “yes”. 2. We can learn a lot about what a person is think -ing by watching his or her body language. 3. A good way of saying “I am full” is rubbingthe stomach after a meal. 4. An old man walked into the waiting room with a walking stick in his hand.

  13. II.交际功能句型 如何提议和请求及其答语的句型 Can/Shall I help you with that? Would you like me to …? No, thank you. Thanks for all your help. Could you please …? Would you like some help? Could you give me a hand with this? No, thanks. I can manage it myself. Is there anything else I can do for you? Could you help me with …? That’s very nice of you. Do you need some help with that?

  14. III.重点、难点词汇词组 confused, avoid, go ahead, crazy, get through, tear down, occur IV.常用句型 1. Just like spoken language, body language varies from culture to culture. 2. There is nothing better than sth./doing sth./to do sth.

  15. 二、课时安排：6 课时 The First Period: Warming up & Listening The Second Period: Listening (WB) & Speaking The Third and Fourth Periods: Pre-reading, Reading & Post-reading The Fifth Period: Language Study & Grammar The Sixth Period： Reading & Writing

  16. Teaching Procedure 让学生动起来，在动中学！

  17. Period 1 Warming up & Listening emotion Step 1 Warming up 1. Brainstorm the words of emotions/feelings of human beings. happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc. 2. Match each picture with the correct emotion and the correct sentence. 3. Practice

  18. Step 2 Listening 1. Pre-listening 2. Listening 3. Post-listening

  19. Period 2 Listening (WB) & Speaking Step 1 Listening (WB) Step 2 Pre-speaking Step 3 Speaking 1. Language Input 2. Practice Step 4 Useful Expressions --- Making offers/requests and responses

  20. Ways of making offers or requests Ways of replying to others' offers or requests Acceptance Refuse 1. Can/Could/Shall I help you? 2. Would you like me to …? 3. Is there anything (else) I can do for you? 4. Do you want me to …? 5. What (else) can I do for you? 6. Let me do/carry/help … (for you)? 7. Would you like some …? 8. Do you need some help with …? 1. Thanks. That would be nice / fine. 2. That’s very kind of you. 3. Thank you for your help. 4. Yes, please. 5. Here, take this /my… 1. No, thanks / thank you. I can manage it myself. 2.Thank you all the same. 3.That’s very kind of you, but…. 1. Could you please …? 2. Could you give me a hand with …? 3. Could you help me with …? 1. With pleasure. 2.Yes, of course. 1.I’m sorry, but… 2.I’d like to …, but ….

  21. help you with homework • help you with cooking a meal • show you how to use the typewriter • go and buy some medicine • do the shopping • show you to the dining room Step 5 Making up dialogues Work in pairs and offer to do the following things for each other. Step 6 Post-speaking If time permits, get students to finish the task of talking in the workbook.

  22. Periods 3-4 Reading Step 1 Revision Go over the ways of making offers/requests and responses. Step 2 Pre-reading Step 3 Reading 1. Scanning Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs. (Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is. )

  23. 2. Reading • Read the second part (Para 2-3) more carefully and • then fill in the table, using a projector to show the table. (Words in italics can be blank.) 2) Read the last part (Para 4-5) again and then try to answer some questions: a. How can we communicate “I am tired” with the body language? And please act it out? b. What does “rubbing one’s stomach” mean? c. Why do we say “ the smile is a universally under -stood body language”?

  24. 3. Reading aloud 4. Some language points Step 4 Post-reading 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.

  25. 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?

  26. 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; 2. Go through the instruction of Exercise 1 on page 61. Step 3 Grammar The –ing form (2): used as a noun 1. Language input 2. Practice 3. Drills

  27. 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.

  28. Period 6 Reading & Writing Step 1 Warming up 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.

  29. Step 2 Pre-writing Go through some tips for writing a story on Page 63. Step 3 While-writing Work in groups of four and use these six pictures to create a story. You must use all of the pictures in only one story. Step 3 Post-writing Check the story with each other first and then with the whole class.

  30. 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, 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.htmlhttp://www.scpzyz.net/unstu/sec.asp?o=1038 http://www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm http://www.google.com e e-mail: xczxldl@163.com

  31. Thank you!

  32. GESTURES COUNTRIES MEANINGS eye contact some countries a way to show that one is interested other countries rude or disrespectful a circle with one’s thumb and index finger most countries OK Japan money France zero Brazil rude Germany thumbs up the US great or good job Nigeria rude Germany the number one Japan moving the index finger in a circle in front of the ear some countries crazy Brazil You have a phone call.

More Related