高二人教版10個(gè)單元的精品教案（精心整理而成）Body language(人教版高二英語(yǔ)上冊(cè)教案教學(xué)設(shè)計(jì))

發(fā)布時(shí)間：2016-9-23 編輯：互聯(lián)網(wǎng) 手機(jī)版

nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…

II.日常交際用語(yǔ)：

1).請(qǐng)求

May / Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

2).允許

Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

3).拒絕

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

III.語(yǔ)法：

復(fù)習(xí)動(dòng)詞不定式作賓語(yǔ)、定語(yǔ)、表語(yǔ)和狀語(yǔ)。

教學(xué)建議

對(duì)話分析

This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.

課文分析

This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.

教學(xué)建議

The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.

The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.

重點(diǎn)知識(shí)講解

accept與receive的用法

1）accept用作動(dòng)詞，意為“接受”，指經(jīng)過(guò)考慮，由主觀意志來(lái)決定接受，動(dòng)作者本身是主動(dòng)的。例如：

He couldn't accept our suggestions but our gifts.他們不能接受我們建議但接受了我們的禮品。

She was very glad to accept the invitation.她非常愉快地接受了邀請(qǐng)。

2)receive也是作動(dòng)詞，意為“接到”，指收到某物這一動(dòng)作，本身有一定的被動(dòng)性，不包含本身是否愿意接受的意思。

He did not receive a good education at university.他沒(méi)在大學(xué)受過(guò)良好教育。

I received an invitation to the party yesterday, but I refused to accept it.昨天我接到一份參加晚會(huì)的邀請(qǐng)，但我拒絕了接受。

each other與one another

這是兩個(gè)在詞義和用法上極為接近的短語(yǔ)。有些語(yǔ)法家認(rèn)為：each other只能用于兩者之間；one another只能用于兩者以上。但是，在現(xiàn)代英語(yǔ)的實(shí)際使用中，人們會(huì)發(fā)現(xiàn)：each other也可用于“兩者以上”；one another也可用于“兩者之間”。

I think music is one way people can get to know each other better.

The husband and wife sat down at the table facing one another.

each other和one another可交互使用。但one another側(cè)重兩以上的互相；而each other則側(cè)重兩人之間的互相較為常見(jiàn)。

manage to do sth.和try to do sth. 用法區(qū)別

try to do sth. 意思是“盡力，設(shè)法去做某事”，結(jié)果如何，不得而知，而manage to do sth.,則表示“設(shè)法做成了某事”

Jim had a lot of homework, but he managed to finish it before bedtime.吉姆有很多家庭作業(yè) ，但終于在睡覺(jué)前完成了。

Jim had a lot of homework, but he said he would try to finish it before bedtime.吉姆有很多家庭作業(yè) ，他說(shuō)他他將設(shè)法在睡覺(jué)前完成。

manage還表示“經(jīng)營(yíng)，管理”的意思

She managed the house very well.她把家管得很好。

Who will manage the store when you are away? 你不在的時(shí)候誰(shuí)來(lái)經(jīng)營(yíng)商店？

與can或could連用，意為“能辦好某件難事”，口語(yǔ)中還可作“吃，渡過(guò)”解

It's too heavy, but I can manage it.雖然它很重，但是我能搬動(dòng)。

I don't think we can manage a huge fish like that just between the two of us.我看單是我們兩個(gè)人吃不了這么大的一條魚(yú)。

If you can get the material, we can manage the money.如果你們搞到了原料，資金我們能想辦法。

all與not連用構(gòu)成not all或all...not時(shí)，通常表達(dá)的是一種部分否定，而不是全部否定，因此，課文中的“Not all body language means the same thing in different countries.”應(yīng)當(dāng)譯成：“并非所有的身勢(shì)語(yǔ)在不同的國(guó)家里都有相同的意思。”本句陳述了一個(gè)這樣的事實(shí)：有些身勢(shì)語(yǔ)在不同的國(guó)家有著相同的意思；在有些國(guó)家有些身勢(shì)語(yǔ)卻有著不同的意思。因此，上述句子不可以理解成：“所有身勢(shì)語(yǔ)在不同的國(guó)家都有著不同的意思。”

1) 部分否定：

（1）Not all the boys in our class like football.我們班里的男生并不都喜歡踢足球。

（2）Not all of the songs are liked by children.不是所有這些歌曲都讓孩子們喜歡。

2) 全部否定

（1）None of the boys in our class likes football.

或：No boys in our class like football. 我們班的男生都不喜歡足球。

（2）None of the songs is/are liked by children. 這些歌都不能讓孩子們喜歡。

介詞with后面可接一個(gè)復(fù)合結(jié)構(gòu)，即：介詞with+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)。常在這一結(jié)構(gòu)中充當(dāng)賓語(yǔ)補(bǔ)足語(yǔ)的有：現(xiàn)在分詞、過(guò)去分詞、名詞、形容詞，副詞等。

（1）with+賓語(yǔ)+現(xiàn)在分詞

With an old hunter leading the way, the soldiers started towards the forest. 由一位老豬人帶路，士兵們朝著森林走去。

（2）with+賓語(yǔ)+過(guò)去分詞

1）With the problems solved, they closed the meeting. 隨著問(wèn)題的解決，他們結(jié)束了這次會(huì)議。

（3）with+賓語(yǔ)+形容詞（或副詞）

My father likes to sleep with all the window open.我父親喜歡開(kāi)著所有窗子睡覺(jué)。

Tian An Men Square looks even more beautiful with all lights on. 所有的燈都亮著，天安門廣場(chǎng)顯得更加漂亮。

（4）with + 賓語(yǔ) + 不定式

With a lot of work to do, we had to be busy working day and night. 有這么多的工作要做，我們只得日夜忙碌。

With many things to deal with, I have to stop listening to the light music. 有許多事要處理，我只好停止收聽(tīng)輕音樂(lè)。

（5）with + 賓語(yǔ) +介詞短語(yǔ)

She saw a small river with green grass and red flowers on both sides. 她看到一條小河，兩岸長(zhǎng)滿了紅花綠草。

注意：“with+復(fù)合賓語(yǔ)”在句中既可以用作狀語(yǔ)表示方式或伴隨動(dòng)作，又可以用作定語(yǔ)。

The teacher entered the classroom, with a book in his hand. 老師手里拿了一本書(shū)走進(jìn)了教室。

The teacher with a book in his hand is a new English teacher. 手里拿著一本書(shū)的那位老師是一位新來(lái)的英語(yǔ)老師。

句型：It is / was + adj. / n. +真正的主語(yǔ)

常用此句型的形容詞有：clear, true, strange, obvious, (im) possible, (um) fortunate, good, funny, wonderful, (un) usual, pleasant, easy等；常用此句型的名詞有：a pity, a wonder, one's duty, a mistake, no use, no good, a waste等。

真正的主語(yǔ)有三種：

1）用for或of引起的短語(yǔ)作不定式的邏輯主語(yǔ),如for sb. to do sth. 或of sb. to do sth.

It's important for a Chinese to master a foreign language.

It's impolite of you to spit on the ground.

2）在no use, no good, a waste of...useless等詞后，常用v.-ing(短語(yǔ))作真正的主語(yǔ)

It's no use trying it again.

3）由that或連接代（或副）詞引導(dǎo)的從句作真正的主語(yǔ)

It's strange that you should all think like that.

It's a problem whether the meeting will be held tomorrow.

動(dòng)詞不定式的主要功能

（1）作主語(yǔ)：To see one time is better than to hear a hundred times.

注：不定式作主語(yǔ)時(shí)，常用it代替之作形式主語(yǔ)，而不定式移置句子后部，以保持句子的平衡。不定式（短語(yǔ)）用作主語(yǔ)時(shí)，其后的謂語(yǔ)的動(dòng)詞要用單數(shù)。

e.g. It is a great honour for him to be invited to the big party.

（2）作表語(yǔ)：A nurse's duty is to look after patients.

（3）作賓語(yǔ)：I don't know which one to buy.

Marx gave some advice on how to learn a foreign language.

（4）作定語(yǔ)：She is always the first to come and last to leave the classroom.

Give me some paper to write on, please.

注：不定式常作后置定語(yǔ)。不及物動(dòng)詞的不定式作定語(yǔ)，要加上適當(dāng)?shù)慕樵~。

（5）作狀語(yǔ)：The pupils ran over to welcome the foreign guests. (表目的)

What have I said to make you so sad? (表結(jié)果的)

The children jumped with joy to hear the exciting news. (表原因)

（6）作賓補(bǔ)：I wish you to be happy forever.

注：在watch, notice, see, look at, observe, hear, listen to, feel, let, make, have等感觀和使役動(dòng)詞后的不定式復(fù)合結(jié)構(gòu)中，不定式都不帶to; 在help后既可帶to,亦可省to.

e.g. In those days, the landlord made them work day and night.

這種句子如果變成被動(dòng)語(yǔ)態(tài)，需將to補(bǔ)回。

e.g. In those days, they were made to work day and night.

教學(xué)設(shè)計(jì)方案----Lesson 9

Teaching Aims

phases: manage, dining room, type composition

oral expression:

Can I help you?

Would you like….?

Is there anything I can do for you?

Thanks/ Yes, please.

That’s very kind/ nice of you.

No, thanks. I can manage it myself.

That’s all right, thank you.

No, thank you. Thanks for all your help.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard

Teaching Procedures

StepⅠ Leading in

T: What do we do if we have something to tell others or if we want to learn something from the others？

S: Yes，we use our language

T: That is，either spoken language or written language．But actually，there is another kind of language and it is also very important．Do you know what it is？

S: Yes，that is it．That is the body language．

T: Can you tell me something about body language？For example，if you agree with what I said just now，what do you do？And if you don’t agree with what I said，what do you do？

S: Nod and shake head

Step II Listening

1.The teach give some questions before listening

1） Do the speakers know each other？How do you know？

2）If you want to refuse somebody’s offer politely，what would you say？

2.Play the recorder one or twice, please someone answer the above questions

Key：1）No，they don’t．One is the organizer of a conference and the other is a speaker and the dialogue takes place at the airport．

2）No，thank you．Thanks for all your help．

Step III Reading

Play the recorder again, the Ss follow it twice.

Step Ⅳ Performing

The two students make up of one group, they practise the dialogue three or five minutes. The teacher ask several groups to perform in front of the class.

StepⅤ Language points

The teacher direct the Ss conclude the phases to offers and responses of the dialogue. The teacher request the Ss to master and handle them.

StepⅥ Oral practice

The teacher organize two students to be one group. Let the Ss to practise No. 2 of Page 9.

StepⅦ Practise

The Ss can chose one of the dialogue. After a few minutes, the teacher ask two groups to perform in front of the class.

Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．

Situation 2：You offer to fix one’s TV set．

Situation 3：You offer to check one’s computer．

StepⅧ Consolidation

1.Do Ex1.P83. WB. Go through the pictures and then ask them to talk about the pictures orally.

2.Do Ex2 and Ex3 in Class

StepⅨ Homework

Make up a dialogue and write it down in their exercise books.

教學(xué)設(shè)計(jì)方案Lesson 10

Teaching Aims

Learn and master the following

make oneself done

accept…as

not…but…

kiss sb. goodbye/hello

It is/was+adj./n.+inf.

with+compound object.

Improve the Ss’ ability of reading comprehension

Teaching Difficult Points

Some sentences are hard to understand.

Teaching Methods

Question-and-answer activity to help the Ss to go through with the whole text.

Pair work or group work to make every student work in class.

Fast reading to find out the detailed information about the text.

Teaching Aids

1.a tape recorder

2.a projector

3.the blackboard

Teaching Procedures

StepⅠGreeting

Greet the whole class as usual.

Step Ⅱ Revision

Ask some pairs of Ss to act out their dialogues of No. 1 on Page 75. Revise some expressions of offering or accepting or refusing help.

Step Ⅲ Preparation for Reading

1.T: What do we say in English when we meet someone for the first time?

Ss: Hello!/How do you do?

T: What else can we do?

(Teacher makes a handshake gesture.)

Ss: We can shake hands.

T: Do you know what people do in other countries when they meet for the first time? Today we are going to

read how people behave when they meet or talk to others.

First, look at the title. Do you know the meaning of body language? Look at me, please.(Teacher begins to

silently nod, shake his or her head, smile, frown, wave to the class.)

T: Do you understand Body Language? OK. Let’s learn some new words in this lesson.

Show the new words in this lesson on the screen, and then give the Ss brief introduction.(Here left out.)

Ask the Ss to read the text as quickly as possible and try to answer the following question.

-How do the Chinese and British have similar body language?

-Yes.

Step Ⅳ Reading

Let the Ss read the text again, then answer some detailed questions in the text.

Show the questionnaire on the screen, ask them to read and discuss them in pairs or groups to complete the task.

3.Check the answer with the whole class.

And deal with the following.

(1)She couldn’t make herself heard.

(2)I cannot accept you as my assistant.

(3)He is not English, but American.

(4)They kissed goodbye when they went away. She kissed her mother hello as soon as she got home.

(5)It is possible to do the experiment in another way.

It is our duty to help the poor.

(6)With a boy leading the way, they started towards the village.(Adverbial)

The old man with his eyes looking at the sky came from Shanghai yesterday.(Attributive)

Step Ⅴ Comparison

T: Now we know different people have different ways of making communication? through body language. And not all the body language means the same thing in different cultures. Please read the text again, then fill in the blanks of the table.