Unit 4 Body Language 电子教案（表格式）-2025-2026学年高中英语人教版选择性必修第一册
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| 名称 | Unit 4 Body Language 电子教案（表格式）-2025-2026学年高中英语人教版选择性必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 242.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-06 15:45:47 | ||
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单 元 教 学 计 划
第 4 单元：Body Language
教 材 地 位 及 作 用 The theme of this unit is body language,which includes gesture,facial expressions,body positions,and greetings.students will begin by looking at how body language differs according to country or culture,they will then watch a video talking about smiles and how it is possible to tell the difference between a fake smile and a real smile. This knowledge is then activated by having student talk and write about the use of body language in daily life and in the classroom.Student will then research about body language in different cultures.It is hope that students can use the information in this unit to gain an appreciation as to how body language is an important part of communication,and how learning new body language should be integrated into their language.
教学目标 1. Enable students to master the usage of some important words and expressions in this unit . 2. Enable students to master the usage and function of v-ing used as object and predicate In certain context. 3. Learn to figure out the hidden meaning which expressed lines in the context. 4.Understand the similarities and differences between body languages at home and abroad. 5. Know and evaluate the cultural features of body language.
教学重点 Enable students to describe someones body language vividly and properly. Make sure students to use body language to express their own thoughts and feelings. Enable students to understand or figure out the meaning beyond lines. 4.Sum up the similarities and differences between home and abroad body language
教学难点 1 .Be aware of the significance of body language used in different situation. 2. Accumulate the cultural -------in different places according to the two countries. 3. Be able to judge speakers feeling and attention to the given sentence. 4.To form an awareness of analyzing the differences of cultures.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Brainstorm some relevant vocabularies about the opening page under the guidance of the teacher. 3. Know more about the meanings of different body languages in the opening page. 4. Be able to know the meanings about different body language .
教学重点 1. Guide students to observe and discuss the photos in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions about the functions of language and the meanings of different body languages.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and leading Activity 1.Overview the Opening Page of this unit and answer the questions below. 1.What comes to your mind when you when you see the unit title and the picture 2.What do you think is the function of language 3.What can you do if your message doesn’t get across(被理解) 4.Which is more reliable in conveying message spoken language or body language Activity 2.Read the quote by Roland Barthes and share your understanding in class. What I hide by my language, my body utters.(say)-----Roland Barthes 我用语言隐藏的，我的身体会说出来。----罗兰.巴特 1. Read “In this unit,you will..”part and set the study goals for this unit. 2. Answer the following questions to explore the theme of this unit. What might the people be doing in the photos What do you think they might be feeling When and how do you use body language to convey meaning Step 2.Discussing and describing Activity 1: Ask students to discuss the photos and describe them in group of four.you can use the following words or phrases 1.Cover one’s face with one’s hand以手掩面/ appears to be cry/disapprovingly不以为然地 2.give Sb five击掌 /Do well in/celebrate 3.Bow to Sb/ show thanks/respect to Sb/ in person亲自 4.look like /see sb off为某人送行/ unwilling不愿意 to do sth/hugging sb拥抱. Activity 2: Describe the photos Photo 1.A girl appears to be crying and she is hiding her face,showing shame or embarrassment/ is covering her face with her hand , a woman sitting next to her is looking at her, maybe she received bad news. Photo 2.The two men are giving each other a high five(击掌 ) from the look on the man on left either received some good news or did well in something important so everyone is celebrating with him. Photo 3.Two Japanese businessmen are bowing to each other, and they are bowing quite deeply, the feeling is very formal. Photo 4. It looks like a scene from a train station, a man is hugging his daughter while his wife is standing next to her and watching them.Maybe the girl and her mother are seeing her father off Step 3. Discussing the following questions。 1.What is the function of language Communicate with others 2.Suppose we are living in a silent world. How will you communicate with each other We can use some body language. 3.What kinds of body language do you know can you give us some example or show it to us Facial expression: smile, cry, frown, mouth wide-open…… Gesture:Waving one’s hand, thumb up, clench one’s fists… Body language is one form of nonverbal communication (非言语交际) without using words. For example Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are all different kinds of body language. Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to brainstorm and discuss the qualities that great people should have. Discuss the questions. Students work in pairs say something about body language.
总结 In this period, we knew the functions of language and learnt the meanings of different body languages and how to describe them.
布置作业 1. Memorize the words describing the photos. 2. Preview the reading passage on page38-39.
板书设计 Opening Page Words describing body language： 1.Cover one’s face with one’s hand/ appears to be cry/disapprovingly 2.give Sb five /Do well in/celebrate 3.Bow to Sb/ show thanks/respect to Sb/ in person 4.look like /see Sb off/ unwilling to do sth/hugging Sb
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Grasp some important words, phrases and expressions in this part. 2.Get a better understanding of body language by grasping the main points of the passage. 3.Develop the ability to identify the topic sentence in a para and figure out the structure of a passage. 4.Develop a sense of cross-cultural communication by identifying the feature of body language .
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details to more than about relevant information and deepen the understanding. 3. Help students to know how to use some words and sentences to describe how people use body language to express meaning.
教学难点 1. Enable students to judge the structure of the passage and catch the key information to understand the text. 2.The structure of difficult sentences .
教学方法 TBTL 教学手段 Normal teaching tools
Step 1. Lead in 1.Use ppt to show some pictures about body language and show some expressions to students. for example, I’m tired, I’m happy, I’m surprised. 2.Work in pairs and ask the students to act them out without speaking and ask their partner to guess what they want to communicate. 3.How many ways do people use to communicate with others Phone call/face-to face communication Spoken language Verbal Email /letters/we chat/book Written language Gestures Facial expressions Postures Eyes contact Body language Nonverbal Step 2. Pre-reading 1.Choose five sentences and act them out without speaking. Let your partner guess what you are trying to communicate. Hello! Goodbye! Come here! Go away! Too expensive! I'm surprised! I'm tired! I'm confused! OK! Good luck! I'm happy! I'm upset! I'm sad! I forgot! You're great! 2. Now who can tell me the characteristic of body language It is a form of non-verbal; It uses movements or positions of our body to show other people what we are thinking or feeling communication; It includes body movements, facial expressions, gestures, posture, speaking distance and other non-verbal signals. Prediction: Based on the title and the picture, predict what the passage may be about 1.Understand body language 2.Listening To How Our Bodies Talk 3.The type of the passage---exposition (说明文) . 4.The text may be about how body language expresses our feelings, thoughts and opinions . 5.Probably the gesture “OK”is mentioned. Step 3. Reading 1. Read for the structure of the text Give students enough time to read the text to find out the topic sentences of each paragraphs. Introduction-the differences--the similarities-Different uses 2. Careful-reading Part 1 Read paragraph 1answer the following questions: Can you guess the meaning of the world “interaction”according to the context What is the function of the last sentence in paragraph 1 Part 2 Read paragraph2--5 finish the form on page39 and finish the following par Underline words in each topic sentences that have similar or opposite meaning Go over the topic sentences in paragraph2,3 and 4identify how each each paragraph is developed. topic sentence general--example--specific supporting idea1 contrast supporting idea 2 Part 3 read para6,answer 3)What different uses of smiling are mentioned in para6 Find out the varied sentence structures used to show uses of smiling. Step 4. Further thinking After reading the passage,which aspects should you pay attention to when you listen to how bodies talk students enjoy some pictures know somethingabout body language then answer some questions . Students can look at the body and act it out Read the title and predict the type ,main ideas and the content of the passage. find out the topic sentences of each paragraph Read certain paragraph and answer some questions . 二次备课
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning ans scanning for details.
布置作业 1). Read the passage more after class to understand it better.2 )memories the new words and expressions by heart
板书设计 Period 2 Reading and Thinking (1) Para1 introduction Body language plays an important role in daily communication. Para2,3&4 body language with different meaning in different cultures. Para5.Some gestures have the same meaning everywhere Para6 Some body language has many different uses.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and speaking.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Question: Which words come to your mind when you say body language Give a picture and ask students to have a brainstorm about words and phrases of this unit. Step 2. Review the words dealing with Ex.1 on page 40. Fill in the table with different forms of the words. NounVerbAdjectiveAdverbdifferencedifferdifferentdifferentlyvariationvaryvariablevariablyreliancerelyreliablereliablyinteractioninteractinteractiveinteractivelyapprovalapproveapprovingapprovinglyembarrassmentembarrassEmbarrassing embarrassedembarrassingly
Step 3. Learn about the phrases. Activity 1. Complete the passage using the correct forms of the given words. Answer; interaction; demonstrating; approve of; clues; By contrast; gestures; by comparison; break down Activity2.Translate the sentences into English using the words and phrases in brackets. 1.有些学生回避与老师的眼神交流，只是因为担心被老师叫起来回答问题。(merely, call on) Some student Avoid eyes contract with the teacher, merely because they are afraid that the teacher will call on them to answer questions. 2.他忙着写别论文儿几乎没有时间好好吃饭。(barely,bother,occupy) He is so occupied with writing his graduation that he barely bother eating well. 3.小孩子们会盯着一件他们喜欢的东西，表达他们的兴趣。 (tend to, stare at,display Little children tend to display their interesting bits during at something that they like. 4.最终他们赢了这场比赛，让所有的球迷证明了他们是一支实力强大的足球队。(ultimately, demonstrate) They ultimately win the game and demonstrated To all football fans that they were a powerful team. Step 4. Learn to analyse the long and difficult sentences 1.Can you describe a situation where you might smile when you don’t mean it 定语从句中常见的先行词为抽象地点名词有：case, point, stage, situation , condition, position, occasion, activity, relationship, scene等, Those successful deaf dancers think that dancing is an activity ______ sight matters more than hearing. We can learn a lot about what people are thinking by watching their body language. 通过观察人们的肢体语言，我们可以洞察他们的想法 【句式分析】 what people are thinking 用来做介词 about 的 宾语. what 引导 宾语从句，并在从句中作 think 的宾语.by watching ... 中，by 是介词,用来表示方法,手段,方式,,意思是“凭借、通过、 靠” Students can give as many words as possible. Ask students to fill the form first, and then check the answer if necessary. Students can use what they have learned in the reading passage to meaning from the context. Students can do it individually or in groups then check it if necessary. Students learn to analyse the long and difficult sentences under the guidance of the teacher.
总结 In this period, we have learnt the useful new words in the text and to analyse the long and difficult sentences. You’d better memorizing these words after class.
布置作业 1. Finish the exercises 1&2 on page 82. 2. Memorize the useful new words.
板书设计 Period 3 Reading and Thinking (2) Useful words: witness appropriately demonstrate occupy bother barrier Long and difficult sentences: Can you describe a situation where you might smile when you don’t mean it
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 1. Help students to learn the following key words and expressions: vary, approve, witness,favour. 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Ask students to talk about the text listening to how bodies talk in their own words according to what they have learnt. Step 2. Self - directed study Have students observe the example sentences in the sheet and try to figure out the meaning or usage of the underlined words or phrases through the context. Step 3. Presentation of key words and expressions 1.vary vi.(根据情况)变化;改变→varied adj.各种各样的;多变的→various adj.不同的；各种各样的→variety n.变化;多样性; 种类 【佳句背诵】I have a number of hobbies,varying from playing basketball to playing the piano. (人物介绍)我有许多爱好,从打篮球到弹钢琴不等。 【以练促学】Just like spoken language, body language varies (vary) from culture to culture. 【用法归纳】a variety of＝varieties of＝various多种多样的 vary from...to...在……到……之间变化;从…到…不等 vary in sth在某方面不同 vary with...随……而变化 2. approve vi.赞成;同意 vt.批准;通过→approval n.赞成;通过;同意；批准→approving adj.赞许的；许可的 【佳句背诵】Now that you have approved of my idea, I will introduce it to you in detail. 既然您赞成我的主意，我就详细地向您介绍一下。 【以练促学】If the plan is approved (approve)，everything will go smoothly. 【用法归纳】approve sth通过/批准某事 approve of (sb/sb’s) doing sth同意(某人)做某事 win one’s approval得到某人的批准/同意 give (one’s) approval to同意；批准 3.witness vt.当场看到:目击;见证 n .目击者;证人 【佳句背诵】I shared with them the process as well as the joy of witnessing a new life coming into this world. 我和他们分享了这个过程,以及见证一个新生命来到这个世界的喜悦。 【以练促学Your success in the competition is a witness to your hard work.(祝贺信) 【用法归纳】witness sth目击/目睹某事 witness...doing sth目睹……做某事 be (a) witness to sth目击/看见某事发生 bear/give witness to...为……作证 时间/地点名词＋witness sth ……目睹/见证了某事 4.favour vt.较喜欢;选择;有利于n.帮助;恩惠;赞同→favourable adj.赞 【佳句背诵】It turns out that students favour the entertaining ways over the traditional ones when it comes to English learning. 事实证明，在涉及英语学习方面，学生们更喜欢娱乐的方式而不是传统的方式。 【以练促学】I was wondering if you could do me a favour by guiding us to revise a short play. 【用法归纳】 ask sb a favor请某人帮忙 do sb a favor=do a favor for sb帮某人一个忙 in favor of支持 赞成 同意 Step 4. Learn about the sentence pattern And if we are feeling down or lonely，there is nothing better than seeing the smiling face of a good friend. (“否定词＋比较级”表示最高级) Students talk about the text listening to how bodies talk by using their own words. Student learn the usage of the new words by observing the example sentences and do the related exercises. Students can discuss the relevant phrases of “approve” with their partner. Translate the sentence by using the sentence pattern.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book.
板书设计 Period 4 Language Points 【用法归纳】 a variety of＝varieties of＝various vary from...to... approve sth approve of (sb/sb’s) doing sth win one’s approval witness sth witness...doing sth 时间/地点名词＋witness sth ……目睹/见证了某事
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Guide students to sum up the rules of the v- ing form used as object and predicative 2.Get students to use the connectors to complete the given sentences 3. Develop the students’ ability to use the v-ingform used as object and predicative in the listening, speaking and writing 4. Increase students' experience of grammar learning.
教学重点 1. Master the usage of v-ing form used as subject;object;and predicative; 2. Using v-ing form used as subject;object;and predicative to describe some scene.
教学难点 Enable students to master the v-ing form used as subject;object;and predicative to describe some scene
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1.reversion Activity 1. Do some exercise to review the v-ing form used as subject. 1. _______ (eat) too much fast food is harmful to your health. 2. _______ (see) is believing. 3. It’s a waste of time __________ (regret) what you have missed. 4. My son’s ______ (fail) to pass the exam made me worried. 5. _________ (learn) to think critically is an important skill today’s children will need for the future. Activity 2. Find out all the sentences v -ing form are used as subject from the reading text on Page 38 and Page 39. a. For example, making eye contact — looking into someone’s eyes— in some countries is a way to display interest. b. In many countries, shaking one’s head means “no”, and nodding means”yes”. c. Placing your hands together and resting them on the side of your head while closing your eyes means “sleep” Step 2. Observing and finding Look at the example below, paying attention to the underline parts and figure out the function of them. eg.She enjoys learning about body language in different cultures.(动词的宾语) Find other sentences v -ing form come after the verb as object from the reading text on Page 38 and Page 39. 1.However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. (P38, L17) 2. Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else. (P38, L27) 某些动词或者动词短语之后只能接动名词作宾语： 考虑建议盼原谅: consider, suggest / advise, look forward to, pardon 承认推迟没得想: admit, delay / put off, fancy / imagine 避免错过继续练: avoid, miss, keep / keep on, practice 否认完成停能赏: deny, finish, stop, enjoy / appreciate 不禁介意准逃亡: can’t help, mind, allow / permit, escape 禁止冒险凭想象: forbid, risk, imagine 难以忍受始反对: can’t stand, set about / get down to, object to 想要成功坚持忙: feel like, succeed in, insist on, be busy (in) ... 习惯放弃有困难: get used to, give up, have difficulty / trouble (in) ... 导致专心不推迟: lead to / contribute to, be devoted to, put off 注意 The -ing form 在少数表“需要”的动词 (如 want, need, require, deserve, desire 等) 后表示被动意义 .特别注意： sth need/require/deserve/want/desire + doing = sth need/require/deserve/want/desire + to be done Step 3. Observing and finding Look at the example below, paying attention to the underline parts and figure out the function of them. (介词的宾语) eg. We can learn a lot about what people are thinking by watching their body language. Find other sentences v -ing form come after the preposition as object from the reading text on Page 38 and Page 39. A good way of saying”I am full”is moving your hand in circles over your stomach after a meal. 常见的带介词 to 的短语: object to（反对） devote oneself to（献身于） keep to（坚持） contribute to（有助于） be / get used to（习惯于） look forward to（盼望）get down to（着手做) admit to（承认） lead to（导致） be equal to（胜任的） stick to（忠于；坚持） pay attention to（注意） be addicted to（沉溺于） Step 4. Observing and finding Find other sentences v -ing form come after the linking verb as predicative from the reading text on Page 38 and Page 39 Filling the blanks using the v-ing form as subject. Find out all the sentences v -ing form are used as subject. Observe the sentence and find out some similar sentences. Take note these words and learn it by heart. Observe the sentence and find out some similar sentences
总结 In this period, you were guided to discover the grammar rules of the non-restrictive relative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.2&3 on page41 in workbook. 2. doing some exercises to strengthen the usage of the v-ing form used as object verb/ preposition/predicative
板书设计 Period 5 Discovering Useful Structures Observe and find1---review the v-ing used as subject Observe and find2---review the v-ing used as object verb/ preposition Observe and find3---review the v-ing used as predicative
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Get students to read a passage about how a teacher knows her/ his students by body language. 2. Guide the students to learn to write a passage to describe the body language of a person. 3. Get the students to learn some important words and sentence patterns.. 4. Get the students to learn the structure and related words and expressions.
教学重点 1. Listen to the material and fill in the timetable. 2. Summarize some useful expressions from the text.
教学难点 1. Get students to master some expressions related to body language .. 2. Guide students to figure out the organization and language features of the text.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look and say what the body language means in each picture below. How do you behave in class Daydreaming be interested in Distracted Shy 2.As a student, what different feelings have you ever experienced in class What kind of body language are you aware of 3.How does a teacher know what’s going on in the minds of his/her students different feelings meanings;interested;anxious;troubled;bored;amused;distracted Step 2. Skimming Activity1. Read the passage quickly and match the body language with the meanings. Write the letters A---Jon the lines A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety Activity2. Read the text on page 44 and try to answer them. Step 3.Brainstorming 1. How does the teacher know what students are thinking The teacher knows what students are thinking by looking at their body language. According to the teacher, what is some students’ favourite activity Daydreaming. 3. What does the phrase “who knows what” mean It is impossible to tell (what they are interested in). 4.Why does the teacher think body language is important Students’ body language lets the teacher know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Step 4. Reading Find out the main idea of each part and the purpose, complete the table. partpurpose1 generalIntroduction (paragraphs 1, 2) 2 specificRecognize when students are interested or bored (paragraph 3)Recognize when students are distracted (paragraph 4)Distinguish when students are troubled (paragraph 5)3 generalConclusion (paragraph 6)
Look at the following pictures tell us their meanings . Read the reading passage and match the body language with the meanings Read the passage again and answer some questions. learn discourse structure and language features； Verb to describe body language. Adjectives-emotions feelings
总结 In this period, we have learned a passage about body language how do I know my student, some useful words and expressions and the structure of the passage.
作业; 1.Memorise the useful new words and expressions in the text. 2.Pay great attention to the phrases and expressions to show the students’ body languages
板书设计 Using Language (1) Some useful words and expressions ： distinguish, wear a frown, don’t bother to brush her hair, adjust class activities, get the most out of school, an absence of eye contact, the same distant expression on their faces occupy themselves by staring out of the window or up at the ceiling, distracted students, it is easy to perceive… are quite shy and don’t speak all that much, what makes each student tick
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Guide the students to have a good understanding of body language. Guide the students to write a passage to describe the body language of their English teacher. 3. Enable the students to grasp some phrases to describe body language and put them into use. 4. Guide the students to find out a life principle to carry it forward.
教学重点 Enable the students to write a passage to describe the body language of their English teacher . Help the students to put the writing skills into use to write a passage.
教学难点 Guide the students to put the language materials into practical use. 2. Help the students find their life principles to carry through.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Pick out the body language from the passage and tell us their meanings. 1.look up and make eye contact have a tendency to lean towards are interested in a lesson 2.has his head lowered to look at watch bored and just counting the minutes for the class to end 3.two friends are leaning their heads together writing notes to each other 4.Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces are asleep with their eyes open. 5.with their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling daydreaming 6.have their arms crossed in front of their chests and their legs closed or crossed are angry, afraid, or experiencing anxiety Step 2. writing 假定你是李华，参加了China Daily“图图是道”专栏的晒照片活动，该活动邀请广大网友晒出自己老师上课时的照片，并附上简短文字说明。请根据所给的三张照片任选一张写一篇文章，描写一下课堂上的英语老师Ms.Wang. 内容包括： 1.肢体语言描写； 2.暗含的情感和意愿. Sample: My English teacher, Ms.Wang in class As a student, I think teachers’ body language plays an important role in classroom teaching. As we know, body language is an effective tool, along with spoken language, to convey thoughts and ideas, especially it can communicate emotion much more straightforward. Today, I will take my English teacher, Ms.Wang in class as an example. When Ms.Wang is having class, she is always making eye contact with us as much as possible. With one hand pointing at the blackboard, she is spreading the other hand out to ask some students to answer her question. When she is immersed in her class, her eyes shine with excitement and she is very cheerful. Step 3.Writing Try to choose another picture to write your own passage and share it with your classmate. Pick out the body language form the passage and tell us their meanings. Look at the title and think about it how to describe a person’s body language Useful facial Expressions and useful Body language and their meanings Read it aloud and try to recite some.
总结 Summarize what we have learned in this lesson: useful expressions, useful sentence patterns, try to recite some useful sentences of the passage.
布置作业 Finish and polish the article on your own. Compare the writing with your partners for peer evaluation. Memorise the useful expressions used to describe body language.
板书设计 Period 7 Using Language (2) Body language The meaning of the body language Facial expressions： say that’s all grin from ear to ear praise the students who perform well with a slight smile on her face maybe nod her head eyes are shining with excitement
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get s to have a good command of the usage of words and expressions in this unit. 2. Get the student master the v-ing form used as object and predicative 3. Enable the students to master the sentence patterns and expressions to describe body language. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the student master the v-ing form used as object and predicative.
教学难点 1.Enable the students to master the sentence patterns and expressions to describe body language. 2. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key expression of this unit together 1.make eye contact 进行眼神交流 2.look into one’s eyes 注视某人的眼睛 3.by contrast相比之下 4.by comparison(与……)相比较 5.stand close to站得离……近 6.kiss sb on the cheek亲吻某人的脸颊 7.break down消除；分解；打破 8.feel down 感到沮丧 9.make inferences推理；推断 10.straighten up直起来；整理；收拾整齐 11.in other words换句话说;也就是说 12.have a tendency to do sth有做某事的倾向 13.call on(短暂地)访问；要求 (某人讲话等)；正式邀请；呼吁 14.at work有某种影响；在工作 15. stare at me盯着我看 Step 2. Review the important sentence patterns by reciting. 1.A smile can help us get through difficult situations and find friends in a world of strangers.A smile can break down barriers.(修辞——排比句) 2.And if we are feeling down or lonely,there is nothing better than seeing the smiling face of a good friend.(“否定词＋比较级”表示最高级) 3.Of course,not everyone who looks up is paying attention in class.(部分否定) 4.With their chins on their hands,they occupy themselves by staring out of the window or up at the ceiling.(动作描写) 5.While it is easy to perceive when students are interested,bored,or distracted is sometimes much harder to distinguish when students are troubled.(伴随动作) 6.Students who are angry,afraid,or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed,like they are guarding their bodies.(have sth done把...怎么样) Step 3. Revision the v-ing form used as object and predicative I quickly lower myself, ducking my head to avoid looking directly into his eyes. (object) The squirrel was lucky that it just missed being caught. (object) Doctor suggested not eating junk food to stay healthy.(object) Do you mind me/ my taking photos here. (object) The problem is quite puzzling .I am puzzled about it. (predicative) What worries me most is her staying up every night. (predicative) Step 4. Revision use the body language to describe you English teacher My English teacher, Ms.Wang in class If we students perform well, Ms.Wang is always clapping her hands for us and nodding her head with a slight smile on her face. From her facial expression, we know she is pleased with the students who perform well. Though wearing a warm smile most of the time, she is really annoyed when she wears a frown, sometimes having her arms crossed in front of her chest, especially when some distracted students who are yawning appears to be sleepy during her class. This is how I know my English teacher, Ms.Wang in class who can use body language to arouse the students’ interest and attract the students’ attention, thus to make the class lively and interesting. Speak out the expression-s according to their Chinese meanings. Read the sentences loudly and then find out the sentence structures in them. Translate more sentences by using the sentence structures. Tell the grammar rules and be clear about the differences between the v-ing form used as object and predicative. Summarise the useful expression-s and some body languages to describe your English teacher.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions used to describe a person’s body language. You’re supposed to memories it after class.
布置作业 Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision Body language The meaning of the body language Facial expressions： unsatisfied with students’ performance wear a frown her face darkens even stare at us in anger Physical responses: annoyed with students who are distracted or yawning Have/with her arms crossed in front of her chest
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. 单句语法填空 He occupied himself with routine office tasks and had no time to have a rest. Man has the ability to distinguish (distinguish) good from bad, and right from wrong. If you don't know what to say (say) to comfortable comfort your heartbroken friend，the best choice is a hug. I still need time to adjust myself (me) to a new environment，especially in a new country. In fact On the basis of a new series of experiments Scientists now believe the slower a person tendency to walk (walk),the less able his brain. Why bother to travel/traveling (travel) abroad,When there were so many fantastic places of interest at home. It is reported that the railway will ultimately （Ultimate）connect Kunming province to Bangkok and Singapore. I was once ashamed to admit (admit) my weakness, But now I have no such feeling and I save myself much discomfort. It will reduce conflicts with others and promote communication to understand the meaning of body language in different cultures. Step 2. 选词填空 1 .By using expressive gestures and facial expressions, the mime (哑剧) artist was able to act out on an entire story without saying a single word. 2.One scientist says that the approach makes sense, and that there are past examples of success. 3.The way we react to challenges is almost more important than the events themselves. 4. Since 2012, more teachers have been called on to work in poor areas to improve the q the quality of local education. 5. Hunger can have many different causes; except for medical reasons, there are many psychological reasons at work such as stress. 6. She spent three hours working on the maths problem but still couldn't work it out. In other words, it was beyond her comprehension. Step 3. 翻译下面句子 1.无论你去哪个国家旅行,请谨记入乡随俗.(whichever) Which country you travel to ,please keep in mind that when in Rome, do as the Romans do. 2.通常情况下,在你与他人面对面交谈时,跷二郎腿被认为是不礼貌的. (have+宾语+宾补) In general, it is considered impolite to have your leg crossed while you are talking to others face to face. 3.她一直盯着我看,好像以前见过我似的.(as though) She kept staring at me as through she had seen me before. 4.尽管他比赛经验丰富，但在这么多佼佼者中脱颖而出并不是那么简单。 (while引导让步状语从句) While he has a lot of experience in competition,it is not that easy to stand out among so many outstanding players. Step 4. 微写作 利用本单元所学词汇翻译句子并连句成篇。 1.许多青少年使用手机作为交流的工具。 2.他们忙于盯着屏幕看好几个小时，几乎不动。 3.对手机着迷引起注意力分散和焦虑。 4.有些人甚至和父母产生了矛盾。 5.教育学家要求青少年减少使用手机的时间。 提示： 1.黑体部分用本单元词汇表达。 2.连句成篇（请将以上句子连成一篇50词左右 的英语短文） __________________________________________________________________________________________________________________________________________ Take note of the important language points in the exercises. Discuss their answers with partners first and then check their answers. Listen to the teacher’ explanations about the answers and take notes. Discuss the answers in groups of four in order to learn from peers. Translate the sentences individually and then show check answers.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises react to, act out, make sense, in other words, call on ,at work occupied himself with, distinguish, adjust myself to
第 4 单元：Body Language
教 材 地 位 及 作 用 The theme of this unit is body language,which includes gesture,facial expressions,body positions,and greetings.students will begin by looking at how body language differs according to country or culture,they will then watch a video talking about smiles and how it is possible to tell the difference between a fake smile and a real smile. This knowledge is then activated by having student talk and write about the use of body language in daily life and in the classroom.Student will then research about body language in different cultures.It is hope that students can use the information in this unit to gain an appreciation as to how body language is an important part of communication,and how learning new body language should be integrated into their language.
教学目标 1. Enable students to master the usage of some important words and expressions in this unit . 2. Enable students to master the usage and function of v-ing used as object and predicate In certain context. 3. Learn to figure out the hidden meaning which expressed lines in the context. 4.Understand the similarities and differences between body languages at home and abroad. 5. Know and evaluate the cultural features of body language.
教学重点 Enable students to describe someones body language vividly and properly. Make sure students to use body language to express their own thoughts and feelings. Enable students to understand or figure out the meaning beyond lines. 4.Sum up the similarities and differences between home and abroad body language
教学难点 1 .Be aware of the significance of body language used in different situation. 2. Accumulate the cultural -------in different places according to the two countries. 3. Be able to judge speakers feeling and attention to the given sentence. 4.To form an awareness of analyzing the differences of cultures.
单元课时安排 序号 课题 课时数 起止时间
1 Opening Page 1
2 Reading and Thinking (1) 1
3 Reading and Thinking (2) 1
4 Language Points 1
5 Discovering Useful Structures 1
6 Using Language (1) 1
7 Using Language (2) 1
8 Revision 1
9 Exercise 1
授课时间 第 周 教案序号
课时 1 课 题 Opening Page 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Learn about the theme of this unit by observing and discussing the opening page. 2. Brainstorm some relevant vocabularies about the opening page under the guidance of the teacher. 3. Know more about the meanings of different body languages in the opening page. 4. Be able to know the meanings about different body language .
教学重点 1. Guide students to observe and discuss the photos in the opening page. 2. Enable students to learn about the relevant vocabularies about the opening page.
教学难点 Get students to express their opinions about the functions of language and the meanings of different body languages.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Observing and leading Activity 1.Overview the Opening Page of this unit and answer the questions below. 1.What comes to your mind when you when you see the unit title and the picture 2.What do you think is the function of language 3.What can you do if your message doesn’t get across(被理解) 4.Which is more reliable in conveying message spoken language or body language Activity 2.Read the quote by Roland Barthes and share your understanding in class. What I hide by my language, my body utters.(say)-----Roland Barthes 我用语言隐藏的，我的身体会说出来。----罗兰.巴特 1. Read “In this unit,you will..”part and set the study goals for this unit. 2. Answer the following questions to explore the theme of this unit. What might the people be doing in the photos What do you think they might be feeling When and how do you use body language to convey meaning Step 2.Discussing and describing Activity 1: Ask students to discuss the photos and describe them in group of four.you can use the following words or phrases 1.Cover one’s face with one’s hand以手掩面/ appears to be cry/disapprovingly不以为然地 2.give Sb five击掌 /Do well in/celebrate 3.Bow to Sb/ show thanks/respect to Sb/ in person亲自 4.look like /see sb off为某人送行/ unwilling不愿意 to do sth/hugging sb拥抱. Activity 2: Describe the photos Photo 1.A girl appears to be crying and she is hiding her face,showing shame or embarrassment/ is covering her face with her hand , a woman sitting next to her is looking at her, maybe she received bad news. Photo 2.The two men are giving each other a high five(击掌 ) from the look on the man on left either received some good news or did well in something important so everyone is celebrating with him. Photo 3.Two Japanese businessmen are bowing to each other, and they are bowing quite deeply, the feeling is very formal. Photo 4. It looks like a scene from a train station, a man is hugging his daughter while his wife is standing next to her and watching them.Maybe the girl and her mother are seeing her father off Step 3. Discussing the following questions。 1.What is the function of language Communicate with others 2.Suppose we are living in a silent world. How will you communicate with each other We can use some body language. 3.What kinds of body language do you know can you give us some example or show it to us Facial expression: smile, cry, frown, mouth wide-open…… Gesture:Waving one’s hand, thumb up, clench one’s fists… Body language is one form of nonverbal communication (非言语交际) without using words. For example Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are all different kinds of body language. Students observe the photo of the opening page and try to answer some questions about it. Students work in group of four to brainstorm and discuss the qualities that great people should have. Discuss the questions. Students work in pairs say something about body language.
总结 In this period, we knew the functions of language and learnt the meanings of different body languages and how to describe them.
布置作业 1. Memorize the words describing the photos. 2. Preview the reading passage on page38-39.
板书设计 Opening Page Words describing body language： 1.Cover one’s face with one’s hand/ appears to be cry/disapprovingly 2.give Sb five /Do well in/celebrate 3.Bow to Sb/ show thanks/respect to Sb/ in person 4.look like /see Sb off/ unwilling to do sth/hugging Sb
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Grasp some important words, phrases and expressions in this part. 2.Get a better understanding of body language by grasping the main points of the passage. 3.Develop the ability to identify the topic sentence in a para and figure out the structure of a passage. 4.Develop a sense of cross-cultural communication by identifying the feature of body language .
教学重点 1. Analyse the main idea of each paragraph to deepen the understanding of the text; 2. Further explore some details to more than about relevant information and deepen the understanding. 3. Help students to know how to use some words and sentences to describe how people use body language to express meaning.
教学难点 1. Enable students to judge the structure of the passage and catch the key information to understand the text. 2.The structure of difficult sentences .
教学方法 TBTL 教学手段 Normal teaching tools
Step 1. Lead in 1.Use ppt to show some pictures about body language and show some expressions to students. for example, I’m tired, I’m happy, I’m surprised. 2.Work in pairs and ask the students to act them out without speaking and ask their partner to guess what they want to communicate. 3.How many ways do people use to communicate with others Phone call/face-to face communication Spoken language Verbal Email /letters/we chat/book Written language Gestures Facial expressions Postures Eyes contact Body language Nonverbal Step 2. Pre-reading 1.Choose five sentences and act them out without speaking. Let your partner guess what you are trying to communicate. Hello! Goodbye! Come here! Go away! Too expensive! I'm surprised! I'm tired! I'm confused! OK! Good luck! I'm happy! I'm upset! I'm sad! I forgot! You're great! 2. Now who can tell me the characteristic of body language It is a form of non-verbal; It uses movements or positions of our body to show other people what we are thinking or feeling communication; It includes body movements, facial expressions, gestures, posture, speaking distance and other non-verbal signals. Prediction: Based on the title and the picture, predict what the passage may be about 1.Understand body language 2.Listening To How Our Bodies Talk 3.The type of the passage---exposition (说明文) . 4.The text may be about how body language expresses our feelings, thoughts and opinions . 5.Probably the gesture “OK”is mentioned. Step 3. Reading 1. Read for the structure of the text Give students enough time to read the text to find out the topic sentences of each paragraphs. Introduction-the differences--the similarities-Different uses 2. Careful-reading Part 1 Read paragraph 1answer the following questions: Can you guess the meaning of the world “interaction”according to the context What is the function of the last sentence in paragraph 1 Part 2 Read paragraph2--5 finish the form on page39 and finish the following par Underline words in each topic sentences that have similar or opposite meaning Go over the topic sentences in paragraph2,3 and 4identify how each each paragraph is developed. topic sentence general--example--specific supporting idea1 contrast supporting idea 2 Part 3 read para6,answer 3)What different uses of smiling are mentioned in para6 Find out the varied sentence structures used to show uses of smiling. Step 4. Further thinking After reading the passage,which aspects should you pay attention to when you listen to how bodies talk students enjoy some pictures know somethingabout body language then answer some questions . Students can look at the body and act it out Read the title and predict the type ,main ideas and the content of the passage. find out the topic sentences of each paragraph Read certain paragraph and answer some questions . 二次备课
总结 In this period, we have learned to predict for the content of the text and some reading skills, such as skimming for main idea or paragraph meaning ans scanning for details.
布置作业 1). Read the passage more after class to understand it better.2 )memories the new words and expressions by heart
板书设计 Period 2 Reading and Thinking (1) Para1 introduction Body language plays an important role in daily communication. Para2,3&4 body language with different meaning in different cultures. Para5.Some gestures have the same meaning everywhere Para6 Some body language has many different uses.
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Reading and Thinking (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. The students will be able to know the meaning and usage of the words in the text. 2. The students will be able to use these words correctly in writing and speaking. 3. The students will learn to analyse some long and difficult sentences in the reading passage. 4. The students will be more confident in writing and speaking.
教学重点 Enable the students to know the meaning and usage of the words in the text and use these words correctly in writing and speaking.
教学难点 Get the students to learn and master some basic methods of analyzing long and difficult sentences while learning about the elements of a sentence.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Question: Which words come to your mind when you say body language Give a picture and ask students to have a brainstorm about words and phrases of this unit. Step 2. Review the words dealing with Ex.1 on page 40. Fill in the table with different forms of the words. NounVerbAdjectiveAdverbdifferencedifferdifferentdifferentlyvariationvaryvariablevariablyreliancerelyreliablereliablyinteractioninteractinteractiveinteractivelyapprovalapproveapprovingapprovinglyembarrassmentembarrassEmbarrassing embarrassedembarrassingly
Step 3. Learn about the phrases. Activity 1. Complete the passage using the correct forms of the given words. Answer; interaction; demonstrating; approve of; clues; By contrast; gestures; by comparison; break down Activity2.Translate the sentences into English using the words and phrases in brackets. 1.有些学生回避与老师的眼神交流，只是因为担心被老师叫起来回答问题。(merely, call on) Some student Avoid eyes contract with the teacher, merely because they are afraid that the teacher will call on them to answer questions. 2.他忙着写别论文儿几乎没有时间好好吃饭。(barely,bother,occupy) He is so occupied with writing his graduation that he barely bother eating well. 3.小孩子们会盯着一件他们喜欢的东西，表达他们的兴趣。 (tend to, stare at,display Little children tend to display their interesting bits during at something that they like. 4.最终他们赢了这场比赛，让所有的球迷证明了他们是一支实力强大的足球队。(ultimately, demonstrate) They ultimately win the game and demonstrated To all football fans that they were a powerful team. Step 4. Learn to analyse the long and difficult sentences 1.Can you describe a situation where you might smile when you don’t mean it 定语从句中常见的先行词为抽象地点名词有：case, point, stage, situation , condition, position, occasion, activity, relationship, scene等, Those successful deaf dancers think that dancing is an activity ______ sight matters more than hearing. We can learn a lot about what people are thinking by watching their body language. 通过观察人们的肢体语言，我们可以洞察他们的想法 【句式分析】 what people are thinking 用来做介词 about 的 宾语. what 引导 宾语从句，并在从句中作 think 的宾语.by watching ... 中，by 是介词,用来表示方法,手段,方式,,意思是“凭借、通过、 靠” Students can give as many words as possible. Ask students to fill the form first, and then check the answer if necessary. Students can use what they have learned in the reading passage to meaning from the context. Students can do it individually or in groups then check it if necessary. Students learn to analyse the long and difficult sentences under the guidance of the teacher.
总结 In this period, we have learnt the useful new words in the text and to analyse the long and difficult sentences. You’d better memorizing these words after class.
布置作业 1. Finish the exercises 1&2 on page 82. 2. Memorize the useful new words.
板书设计 Period 3 Reading and Thinking (2) Useful words: witness appropriately demonstrate occupy bother barrier Long and difficult sentences: Can you describe a situation where you might smile when you don’t mean it
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Language Points 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Enable students to master the usage of such important words and expressions and learn to express themselves by using them. 2. Guide students to learn the method of constructing knowledge trees through self-study and cooperative exploration. 3. Have students to enjoy the fun of expressing themselves in English and participate in class with passion.
教学重点 1. Help students to learn the following key words and expressions: vary, approve, witness,favour. 2. Exercises are expected to assist students to express themselves freely in English.
教学难点 1. Enable students to learn how to use the words and phrases in real situations. 2. Enable students to master the important language points in class.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Ask students to talk about the text listening to how bodies talk in their own words according to what they have learnt. Step 2. Self - directed study Have students observe the example sentences in the sheet and try to figure out the meaning or usage of the underlined words or phrases through the context. Step 3. Presentation of key words and expressions 1.vary vi.(根据情况)变化;改变→varied adj.各种各样的;多变的→various adj.不同的；各种各样的→variety n.变化;多样性; 种类 【佳句背诵】I have a number of hobbies,varying from playing basketball to playing the piano. (人物介绍)我有许多爱好,从打篮球到弹钢琴不等。 【以练促学】Just like spoken language, body language varies (vary) from culture to culture. 【用法归纳】a variety of＝varieties of＝various多种多样的 vary from...to...在……到……之间变化;从…到…不等 vary in sth在某方面不同 vary with...随……而变化 2. approve vi.赞成;同意 vt.批准;通过→approval n.赞成;通过;同意；批准→approving adj.赞许的；许可的 【佳句背诵】Now that you have approved of my idea, I will introduce it to you in detail. 既然您赞成我的主意，我就详细地向您介绍一下。 【以练促学】If the plan is approved (approve)，everything will go smoothly. 【用法归纳】approve sth通过/批准某事 approve of (sb/sb’s) doing sth同意(某人)做某事 win one’s approval得到某人的批准/同意 give (one’s) approval to同意；批准 3.witness vt.当场看到:目击;见证 n .目击者;证人 【佳句背诵】I shared with them the process as well as the joy of witnessing a new life coming into this world. 我和他们分享了这个过程,以及见证一个新生命来到这个世界的喜悦。 【以练促学Your success in the competition is a witness to your hard work.(祝贺信) 【用法归纳】witness sth目击/目睹某事 witness...doing sth目睹……做某事 be (a) witness to sth目击/看见某事发生 bear/give witness to...为……作证 时间/地点名词＋witness sth ……目睹/见证了某事 4.favour vt.较喜欢;选择;有利于n.帮助;恩惠;赞同→favourable adj.赞 【佳句背诵】It turns out that students favour the entertaining ways over the traditional ones when it comes to English learning. 事实证明，在涉及英语学习方面，学生们更喜欢娱乐的方式而不是传统的方式。 【以练促学】I was wondering if you could do me a favour by guiding us to revise a short play. 【用法归纳】 ask sb a favor请某人帮忙 do sb a favor=do a favor for sb帮某人一个忙 in favor of支持 赞成 同意 Step 4. Learn about the sentence pattern And if we are feeling down or lonely，there is nothing better than seeing the smiling face of a good friend. (“否定词＋比较级”表示最高级) Students talk about the text listening to how bodies talk by using their own words. Student learn the usage of the new words by observing the example sentences and do the related exercises. Students can discuss the relevant phrases of “approve” with their partner. Translate the sentence by using the sentence pattern.
总结 In this period, you have learned the usage of some important words and expressions and you should learn to express yourself by using them.
布置作业 Finish off related exercises in the workbook and exercise book.
板书设计 Period 4 Language Points 【用法归纳】 a variety of＝varieties of＝various vary from...to... approve sth approve of (sb/sb’s) doing sth win one’s approval witness sth witness...doing sth 时间/地点名词＋witness sth ……目睹/见证了某事
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Discovering Useful Structures 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Guide students to sum up the rules of the v- ing form used as object and predicative 2.Get students to use the connectors to complete the given sentences 3. Develop the students’ ability to use the v-ingform used as object and predicative in the listening, speaking and writing 4. Increase students' experience of grammar learning.
教学重点 1. Master the usage of v-ing form used as subject;object;and predicative; 2. Using v-ing form used as subject;object;and predicative to describe some scene.
教学难点 Enable students to master the v-ing form used as subject;object;and predicative to describe some scene
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1.reversion Activity 1. Do some exercise to review the v-ing form used as subject. 1. _______ (eat) too much fast food is harmful to your health. 2. _______ (see) is believing. 3. It’s a waste of time __________ (regret) what you have missed. 4. My son’s ______ (fail) to pass the exam made me worried. 5. _________ (learn) to think critically is an important skill today’s children will need for the future. Activity 2. Find out all the sentences v -ing form are used as subject from the reading text on Page 38 and Page 39. a. For example, making eye contact — looking into someone’s eyes— in some countries is a way to display interest. b. In many countries, shaking one’s head means “no”, and nodding means”yes”. c. Placing your hands together and resting them on the side of your head while closing your eyes means “sleep” Step 2. Observing and finding Look at the example below, paying attention to the underline parts and figure out the function of them. eg.She enjoys learning about body language in different cultures.(动词的宾语) Find other sentences v -ing form come after the verb as object from the reading text on Page 38 and Page 39. 1.However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. (P38, L17) 2. Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else. (P38, L27) 某些动词或者动词短语之后只能接动名词作宾语： 考虑建议盼原谅: consider, suggest / advise, look forward to, pardon 承认推迟没得想: admit, delay / put off, fancy / imagine 避免错过继续练: avoid, miss, keep / keep on, practice 否认完成停能赏: deny, finish, stop, enjoy / appreciate 不禁介意准逃亡: can’t help, mind, allow / permit, escape 禁止冒险凭想象: forbid, risk, imagine 难以忍受始反对: can’t stand, set about / get down to, object to 想要成功坚持忙: feel like, succeed in, insist on, be busy (in) ... 习惯放弃有困难: get used to, give up, have difficulty / trouble (in) ... 导致专心不推迟: lead to / contribute to, be devoted to, put off 注意 The -ing form 在少数表“需要”的动词 (如 want, need, require, deserve, desire 等) 后表示被动意义 .特别注意： sth need/require/deserve/want/desire + doing = sth need/require/deserve/want/desire + to be done Step 3. Observing and finding Look at the example below, paying attention to the underline parts and figure out the function of them. (介词的宾语) eg. We can learn a lot about what people are thinking by watching their body language. Find other sentences v -ing form come after the preposition as object from the reading text on Page 38 and Page 39. A good way of saying”I am full”is moving your hand in circles over your stomach after a meal. 常见的带介词 to 的短语: object to（反对） devote oneself to（献身于） keep to（坚持） contribute to（有助于） be / get used to（习惯于） look forward to（盼望）get down to（着手做) admit to（承认） lead to（导致） be equal to（胜任的） stick to（忠于；坚持） pay attention to（注意） be addicted to（沉溺于） Step 4. Observing and finding Find other sentences v -ing form come after the linking verb as predicative from the reading text on Page 38 and Page 39 Filling the blanks using the v-ing form as subject. Find out all the sentences v -ing form are used as subject. Observe the sentence and find out some similar sentences. Take note these words and learn it by heart. Observe the sentence and find out some similar sentences
总结 In this period, you were guided to discover the grammar rules of the non-restrictive relative clauses by yourselves and you also increased your experience of grammar learning.
布置作业 1. Finish Ex.2&3 on page41 in workbook. 2. doing some exercises to strengthen the usage of the v-ing form used as object verb/ preposition/predicative
板书设计 Period 5 Discovering Useful Structures Observe and find1---review the v-ing used as subject Observe and find2---review the v-ing used as object verb/ preposition Observe and find3---review the v-ing used as predicative
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (1) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 1. Get students to read a passage about how a teacher knows her/ his students by body language. 2. Guide the students to learn to write a passage to describe the body language of a person. 3. Get the students to learn some important words and sentence patterns.. 4. Get the students to learn the structure and related words and expressions.
教学重点 1. Listen to the material and fill in the timetable. 2. Summarize some useful expressions from the text.
教学难点 1. Get students to master some expressions related to body language .. 2. Guide students to figure out the organization and language features of the text.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Lead in Look and say what the body language means in each picture below. How do you behave in class Daydreaming be interested in Distracted Shy 2.As a student, what different feelings have you ever experienced in class What kind of body language are you aware of 3.How does a teacher know what’s going on in the minds of his/her students different feelings meanings;interested;anxious;troubled;bored;amused;distracted Step 2. Skimming Activity1. Read the passage quickly and match the body language with the meanings. Write the letters A---Jon the lines A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety Activity2. Read the text on page 44 and try to answer them. Step 3.Brainstorming 1. How does the teacher know what students are thinking The teacher knows what students are thinking by looking at their body language. According to the teacher, what is some students’ favourite activity Daydreaming. 3. What does the phrase “who knows what” mean It is impossible to tell (what they are interested in). 4.Why does the teacher think body language is important Students’ body language lets the teacher know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Step 4. Reading Find out the main idea of each part and the purpose, complete the table. partpurpose1 generalIntroduction (paragraphs 1, 2) 2 specificRecognize when students are interested or bored (paragraph 3)Recognize when students are distracted (paragraph 4)Distinguish when students are troubled (paragraph 5)3 generalConclusion (paragraph 6)
Look at the following pictures tell us their meanings . Read the reading passage and match the body language with the meanings Read the passage again and answer some questions. learn discourse structure and language features； Verb to describe body language. Adjectives-emotions feelings
总结 In this period, we have learned a passage about body language how do I know my student, some useful words and expressions and the structure of the passage.
作业; 1.Memorise the useful new words and expressions in the text. 2.Pay great attention to the phrases and expressions to show the students’ body languages
板书设计 Using Language (1) Some useful words and expressions ： distinguish, wear a frown, don’t bother to brush her hair, adjust class activities, get the most out of school, an absence of eye contact, the same distant expression on their faces occupy themselves by staring out of the window or up at the ceiling, distracted students, it is easy to perceive… are quite shy and don’t speak all that much, what makes each student tick
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Using Language (2) 课 型 New lesson
主备教师 使用教师
核心 素养 教学 目标 Guide the students to have a good understanding of body language. Guide the students to write a passage to describe the body language of their English teacher. 3. Enable the students to grasp some phrases to describe body language and put them into use. 4. Guide the students to find out a life principle to carry it forward.
教学重点 Enable the students to write a passage to describe the body language of their English teacher . Help the students to put the writing skills into use to write a passage.
教学难点 Guide the students to put the language materials into practical use. 2. Help the students find their life principles to carry through.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Revision Pick out the body language from the passage and tell us their meanings. 1.look up and make eye contact have a tendency to lean towards are interested in a lesson 2.has his head lowered to look at watch bored and just counting the minutes for the class to end 3.two friends are leaning their heads together writing notes to each other 4.Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces are asleep with their eyes open. 5.with their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling daydreaming 6.have their arms crossed in front of their chests and their legs closed or crossed are angry, afraid, or experiencing anxiety Step 2. writing 假定你是李华，参加了China Daily“图图是道”专栏的晒照片活动，该活动邀请广大网友晒出自己老师上课时的照片，并附上简短文字说明。请根据所给的三张照片任选一张写一篇文章，描写一下课堂上的英语老师Ms.Wang. 内容包括： 1.肢体语言描写； 2.暗含的情感和意愿. Sample: My English teacher, Ms.Wang in class As a student, I think teachers’ body language plays an important role in classroom teaching. As we know, body language is an effective tool, along with spoken language, to convey thoughts and ideas, especially it can communicate emotion much more straightforward. Today, I will take my English teacher, Ms.Wang in class as an example. When Ms.Wang is having class, she is always making eye contact with us as much as possible. With one hand pointing at the blackboard, she is spreading the other hand out to ask some students to answer her question. When she is immersed in her class, her eyes shine with excitement and she is very cheerful. Step 3.Writing Try to choose another picture to write your own passage and share it with your classmate. Pick out the body language form the passage and tell us their meanings. Look at the title and think about it how to describe a person’s body language Useful facial Expressions and useful Body language and their meanings Read it aloud and try to recite some.
总结 Summarize what we have learned in this lesson: useful expressions, useful sentence patterns, try to recite some useful sentences of the passage.
布置作业 Finish and polish the article on your own. Compare the writing with your partners for peer evaluation. Memorise the useful expressions used to describe body language.
板书设计 Period 7 Using Language (2) Body language The meaning of the body language Facial expressions： say that’s all grin from ear to ear praise the students who perform well with a slight smile on her face maybe nod her head eyes are shining with excitement
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Revision 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 1. Get s to have a good command of the usage of words and expressions in this unit. 2. Get the student master the v-ing form used as object and predicative 3. Enable the students to master the sentence patterns and expressions to describe body language. 4. Enable the students to grasp some writing polish skills to put them into use
教学重点 1. Get the students to have a good command of the usage of words and expressions in this unit. 2. Get the student master the v-ing form used as object and predicative.
教学难点 1.Enable the students to master the sentence patterns and expressions to describe body language. 2. Enable the students to grasp some writing polish skills to put them into use
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. Review the key expression of this unit together 1.make eye contact 进行眼神交流 2.look into one’s eyes 注视某人的眼睛 3.by contrast相比之下 4.by comparison(与……)相比较 5.stand close to站得离……近 6.kiss sb on the cheek亲吻某人的脸颊 7.break down消除；分解；打破 8.feel down 感到沮丧 9.make inferences推理；推断 10.straighten up直起来；整理；收拾整齐 11.in other words换句话说;也就是说 12.have a tendency to do sth有做某事的倾向 13.call on(短暂地)访问；要求 (某人讲话等)；正式邀请；呼吁 14.at work有某种影响；在工作 15. stare at me盯着我看 Step 2. Review the important sentence patterns by reciting. 1.A smile can help us get through difficult situations and find friends in a world of strangers.A smile can break down barriers.(修辞——排比句) 2.And if we are feeling down or lonely,there is nothing better than seeing the smiling face of a good friend.(“否定词＋比较级”表示最高级) 3.Of course,not everyone who looks up is paying attention in class.(部分否定) 4.With their chins on their hands,they occupy themselves by staring out of the window or up at the ceiling.(动作描写) 5.While it is easy to perceive when students are interested,bored,or distracted is sometimes much harder to distinguish when students are troubled.(伴随动作) 6.Students who are angry,afraid,or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed,like they are guarding their bodies.(have sth done把...怎么样) Step 3. Revision the v-ing form used as object and predicative I quickly lower myself, ducking my head to avoid looking directly into his eyes. (object) The squirrel was lucky that it just missed being caught. (object) Doctor suggested not eating junk food to stay healthy.(object) Do you mind me/ my taking photos here. (object) The problem is quite puzzling .I am puzzled about it. (predicative) What worries me most is her staying up every night. (predicative) Step 4. Revision use the body language to describe you English teacher My English teacher, Ms.Wang in class If we students perform well, Ms.Wang is always clapping her hands for us and nodding her head with a slight smile on her face. From her facial expression, we know she is pleased with the students who perform well. Though wearing a warm smile most of the time, she is really annoyed when she wears a frown, sometimes having her arms crossed in front of her chest, especially when some distracted students who are yawning appears to be sleepy during her class. This is how I know my English teacher, Ms.Wang in class who can use body language to arouse the students’ interest and attract the students’ attention, thus to make the class lively and interesting. Speak out the expression-s according to their Chinese meanings. Read the sentences loudly and then find out the sentence structures in them. Translate more sentences by using the sentence structures. Tell the grammar rules and be clear about the differences between the v-ing form used as object and predicative. Summarise the useful expression-s and some body languages to describe your English teacher.
总结 In this period, we have reviewed the important expressions, sentence structures, grammar rules and the useful expressions used to describe a person’s body language. You’re supposed to memories it after class.
布置作业 Finish the related exercises on the workbook. 2. Translate five sentences by using useful expressions.
板书设计 Period 8 Revision Body language The meaning of the body language Facial expressions： unsatisfied with students’ performance wear a frown her face darkens even stare at us in anger Physical responses: annoyed with students who are distracted or yawning Have/with her arms crossed in front of her chest
教学反思 优点： 缺点： 改进措施：
授课时间 第 周 教案序号
课时 1 课 题 Exercise 课 型 Revision
主备教师 使用教师
核心 素养 教学 目标 By the end of this class, students will be able to 1. use the words and expressions in various practice correctly and accurately . 2. judge the results of practice true or false with the critical thinking. 3. improve students’ ability of finding problem and solving problem.
教学重点 To help students to apply the language in practice to considerate the usage.
教学难点 To enable students to use the words and expressions correctly and flexibly.
教学方法 TBTL 教学手段 Normal teaching tools
教学活动设计 学生活动 二次备课
Step 1. 单句语法填空 He occupied himself with routine office tasks and had no time to have a rest. Man has the ability to distinguish (distinguish) good from bad, and right from wrong. If you don't know what to say (say) to comfortable comfort your heartbroken friend，the best choice is a hug. I still need time to adjust myself (me) to a new environment，especially in a new country. In fact On the basis of a new series of experiments Scientists now believe the slower a person tendency to walk (walk),the less able his brain. Why bother to travel/traveling (travel) abroad,When there were so many fantastic places of interest at home. It is reported that the railway will ultimately （Ultimate）connect Kunming province to Bangkok and Singapore. I was once ashamed to admit (admit) my weakness, But now I have no such feeling and I save myself much discomfort. It will reduce conflicts with others and promote communication to understand the meaning of body language in different cultures. Step 2. 选词填空 1 .By using expressive gestures and facial expressions, the mime (哑剧) artist was able to act out on an entire story without saying a single word. 2.One scientist says that the approach makes sense, and that there are past examples of success. 3.The way we react to challenges is almost more important than the events themselves. 4. Since 2012, more teachers have been called on to work in poor areas to improve the q the quality of local education. 5. Hunger can have many different causes; except for medical reasons, there are many psychological reasons at work such as stress. 6. She spent three hours working on the maths problem but still couldn't work it out. In other words, it was beyond her comprehension. Step 3. 翻译下面句子 1.无论你去哪个国家旅行,请谨记入乡随俗.(whichever) Which country you travel to ,please keep in mind that when in Rome, do as the Romans do. 2.通常情况下,在你与他人面对面交谈时,跷二郎腿被认为是不礼貌的. (have+宾语+宾补) In general, it is considered impolite to have your leg crossed while you are talking to others face to face. 3.她一直盯着我看,好像以前见过我似的.(as though) She kept staring at me as through she had seen me before. 4.尽管他比赛经验丰富，但在这么多佼佼者中脱颖而出并不是那么简单。 (while引导让步状语从句) While he has a lot of experience in competition,it is not that easy to stand out among so many outstanding players. Step 4. 微写作 利用本单元所学词汇翻译句子并连句成篇。 1.许多青少年使用手机作为交流的工具。 2.他们忙于盯着屏幕看好几个小时，几乎不动。 3.对手机着迷引起注意力分散和焦虑。 4.有些人甚至和父母产生了矛盾。 5.教育学家要求青少年减少使用手机的时间。 提示： 1.黑体部分用本单元词汇表达。 2.连句成篇（请将以上句子连成一篇50词左右 的英语短文） __________________________________________________________________________________________________________________________________________ Take note of the important language points in the exercises. Discuss their answers with partners first and then check their answers. Listen to the teacher’ explanations about the answers and take notes. Discuss the answers in groups of four in order to learn from peers. Translate the sentences individually and then show check answers.
总结 This period is mainly about helping students to apply the language in practice to considerate the usage.
布置作业 1. Finish off related exercise in exercise book 2. Memorize the useful words, phrases and sentence patterns.
板书设计 Period 9 Exercises react to, act out, make sense, in other words, call on ,at work occupied himself with, distinguish, adjust myself to