1、英語教案Bodylanguage教學目標I。重點詞匯：manage;wave;nod;realize;agreement，disagreement;while，manners;communicate;makesb。；bodylanguage;oneanother;notallII。日常交際用語：1) 。請求May/Could/CanIdothat?IwonderifIcandothat。Would/DoyoumindifIcomeearlier?Willyoutellmeifcangonow?2) 。允許Yes，please。/Ofcourse。/Sure。/Certainly。Goahead

2、，please。Thatsallright。/OK。Itsallrighttome。3) 。拒絕Imsorry，butitsnotallowedhere。Youdbetternot。Imafraidnot。Itsnotright。III。語法：復習動詞不定式作賓語、定語、表語和狀語。教學建議對話分析Thislessonistouseofferhelpandhowtoacceptandrefusehelp。WhiletheSslearnaboutthewayofexpressionfromthedialogue。Givesomephrasestopractisehowtouseandgraspb

3、ettertheability。課文分析ThistwomaterialsaboutbodylanguageandtraintheSsabilitiesofreadingandspeaking。Thoughreadingthepassages，themainideaistohavedifferencebodylanguagesofthecountries。Forexample;welcome，agreementanddisagreement，no，yes，happy，soon。MeanwhilethetwopassagesoffertheSstheopportunitytotalkaboutth

4、ebodylanguageofChina，Britishandothercounties。教學建議TheteachergivetheSsthequestionsboutthedialoguefirstly。Forexample:Ifyouneedsomehelp，howdoyouofferthemtohelp?Soon。TheteacherhelptheSstolisteninordertounderstandwell，afterthattheSsspeakandtalkeachotheraccordingthecontentofthedialogue。，Sotheteacherorganiz

5、esomestudentstoplayaroleaboutoffers，ordivideafewgroupstodiscuss。Finallytheteachersummarizetheusefulexpressionofthedialogue。重點知識講解accept與receive的用法1)accept用作動詞，意為“接受”，指經過考慮，由主觀意志來決定接受，動作者本身是主動的。例如：Hecouldntacceptoursuggestionsbutourgifts。他們不能接受我們建議但接受了我們的禮品。Shewasverygladtoaccepttheinvitation。她非常愉快地接

6、受了邀請。2)receive也是作動詞，意為“接到”，指收到某物這一動作，本身有一定的被動性，不包含本身是否愿意接受的意思。Hedidnotreceiveagoodeducationatuniversity。他沒在大學受過良好教育。Ireceivedaninvitationtothepartyyesterday，butIrefusedtoacceptit。昨天我接到一份參加晚會的邀請，但我拒絕了接受。eachother與oneanother這是兩個在詞義和用法上極為接近的短語。有些語法家認為：eachother只能用于兩者之間；oneanother只能用于兩者以上。但是，在現代英語的實際使用中

7、，人們會發現：eachother也可用于“兩者以上”；oneanother也可用于“兩者之間”。Ithinkmusicisonewaypeoplecangettoknoweachotherbetter。Thehusbandandwifesatdownatthetablefacingoneanother。eachother和oneanother可交互使用。但oneanother側重兩以上的互相；而eachother則側重兩人之間的互相較為常見。managetodosth。和trytodosth。用法區別trytodosth。意思是“盡力，設法去做某事”，結果如何，不得而知，而managetodo

8、sth。，則表示“設法做成了某事”Jimhadalotofhomework，buthemanagedtofinishitbeforebedtime。吉姆有很多家庭作業，但終于在睡覺前完成了。Jimhadalotofhomework，buthesaidhewouldtrytofinishitbeforebedtime。吉姆有很多家庭作業，他說他他將設法在睡覺前完成。manage還表示“經營，管理”的意思Shemanagedthehouseverywell。她把家管得很好。Whowillmanagethestorewhenyouareaway?你不在的時候誰來經營商店？與can或could連用，意

9、為“能辦好某件難事”，口語中還可作“吃，渡過”解Itstooheavy，butIcanmanageit。雖然它很重，但是我能搬動。Idontthinkwecanmanageahugefishlikethatjustbetweenthetwoofus。我看單是我們兩個人吃不了這么大的一條魚。Ifyoucangetthematerial，wecanmanagethemoney。如果你們搞到了原料，資金我們能想辦法。all與not連用構成notall或all。not時，通常表達的是一種部分否定，而不是全部否定，因此，課文中的“Notallbodylanguagemeansthesamethingin

10、differentcountries。”應當譯成：“并非所有的身勢語在不同的國家里都有相同的意思。”本句陳述了一個這樣的事實：有些身勢語在不同的國家有著相同的意思；在有些國家有些身勢語卻有著不同的意思。因此，上述句子不可以理解成：“所有身勢語在不同的國家都有著不同的意思。”1） 部分否定： 1） 1）Notalltheboysinourclasslikefootball。我們班里的男生并不都喜歡踢足球。 2） Notallofthesongsarelikedbychildren。不是所有這些歌曲都讓孩子們喜歡。2） 全部否定 1） 1）Noneoftheboysinourclasslikesf

11、ootball。或：Noboysinourclasslikefootball。我們班的男生都不喜歡足球。 2） Noneofthesongsis/arelikedbychildren。這些歌都不能讓孩子們喜歡。介詞with后面可接一個復合結構，即：介詞with+賓語+賓語補足語。常在這一結構中充當賓語補足語的有：現在分詞、過去分詞、名詞、形容詞，副詞等。（ 1） with+賓語+現在分詞Withanoldhunterleadingtheway，thesoldiersstartedtowardstheforest。由一位老豬人帶路，士兵們朝著森林走去。（ 2） with+賓語+過去分詞1 ）Wi

12、ththeproblemssolved，theyclosedthemeeting。隨著問題的解決，他們結束了這次會議。（ 3） with+賓語+形容詞（或副詞）Myfatherlikestosleepwithallthewindowopen。我父親喜歡開著所有窗子睡覺。TianAnMenSquarelooksevenmorebeautifulwithalllightson。所有的燈都亮著，天安門廣場顯得更加漂亮。（ 4） th+賓語+不定式Withalotofworktodo，wehadtobebusyworkingdayandnight。有這么多的工作要做，我們只得日夜忙碌。Withmany

13、thingstodealwith，Ihavetostoplisteningtothelightmusic。有許多事要處理，我只好停止收聽輕音樂。（ 5） with+賓語+介詞短語Shesawasmallriverwithgreengrassandredflowersonbothsides。她看到一條小河，兩岸長滿了紅花綠草。注意：“with+復合賓語”在句中既可以用作狀語表示方式或伴隨動作，又可以用作定語。Theteacherenteredtheclassroom，withabookinhishand。老師手里拿了一本書走進了教室。Theteacherwithabookinhishandisa

14、newEnglishteacher。手里拿著一本書的那位老師是一位新來的英語老師。句型：Itis/was+adj。/n。+真正的主語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：apity，awonder，onesduty，amistake，nouse，nogood，awaste等。真正的主語有三種：1)用for或of引起的短語作不定式的邏輯主語，如forsb。todosth。或ofsb。todost

15、h。ItsimportantforaChinesetomasteraforeignlanguage。Itsimpoliteofyoutospitontheground。2）在nouse，nogood，awasteof。useless等詞后，常用v。-ing（短語）作真正的主語Itsnousetryingitagain。3）由that或連接代（或副）詞引導的從句作真正的主語Itsstrangethatyoushouldallthinklikethat。Itsaproblemwhetherthemeetingwillbeheldtomorrow。動詞不定式的主要功能（1）作主語：Toseeonet

16、imeisbetterthantohearahundredtimes。注：不定式作主語時，常用it代替之作形式主語，而不定式移置句子后部，以保持句子的平衡。不定式（短語）用作主語時，其后的謂語的動詞要用單數。e。g。Itisagreathonourforhimtobeinvitedtothebigparty。（ 2） 作表語：Anursesdutyistolookafterpatients。（ 3）作賓語：Idontknowwhichonetobuy。Marxgavesomeadviceonhowtolearnaforeignlanguage。（ 4）作定語：Sheisalwaysthefir

17、sttocomeandlasttoleavetheclassroom。Givemesomepapertowriteon，please。注：不定式常作后置定語。不及物動詞的不定式作定語，要加上適當的介詞。（ 5）作狀語：Thepupilsranovertowelcometheforeignguests。（表目的）WhathaveIsaidtomakeyousosad?（表結果的）Thechildrenjumpedwithjoytoheartheexcitingnews。（表原因）（ 6）作賓補：Iwishyoutobehappyforever。注：在watch，notice，see，lookat

18、，observe，hear，listento，feel，let，make，have等感觀和使役動詞后的不定式復合結構中，不定式都不帶to;在help后既可帶to，亦可省to。e。g。Inthosedays，thelandlordmadethemworkdayandnight。這種句子如果變成被動語態，需將to補回。e。g。Inthosedays，theyweremadetoworkdayandnight。教學設計方案 Lesson 9Teaching Aimsphases:manage，diningroom，typecompositionoralexpression:CanIhelpyou?W

19、ouldyoulike。？IsthereanythingIcandoforyou?Thanks/Yes，please。Thatsverykind/niceofyou。No，thanks。Icanmanageitmyself。Thatsallright，thankyou。No，thankyou。Thanksforallyourhelp。TeachingAids1。ataperecorder2。aprojector3。theblackboardTeachingProceduresStepILeadinginT:Whatdowedoifwehavesomethingtotellothersorifw

20、ewanttolearnsomethingfromtheothers？S: Yes，weuseourlanguageT: Thatis，eitherspokenlanguageorwrittenlanguageButactually，thereisanotherkindoflanguageanditisalsoveryimportantDoyouknowwhatitis？S: Yes，thatisitThatisthebodylanguageT: Canyoutellmesomethingaboutbodylanguage？Forexample，ifyouagreewithwhatIsaidj

21、ustnow，whatdoyoudo？AndifyoudontagreewithwhatIsaid，whatdoyoudo？S:NodandshakeheadStepIIListening1。 Theteachgivesomequestionsbeforelistening1) Dothespeakersknoweachother？Howdoyouknow？2) Ifyouwanttorefusesomebodysofferpolitely，whatwouldyousay？2。 Playtherecorderoneortwice，pleasesomeoneanswertheabovequest

22、ionsKey：1)No，theydontOneistheorganizerofaconferenceandtheotherisaspeakerandthedialoguetakesplaceattheairport3。 No，thankyouThanksforallyourhelpStepIIIReadingPlaytherecorderagain，theSsfollowittwice。StepIVPerformingTheThetwostudentsmakeupofonegroup，theypractisethedialoguethreeorfiveminutesteacherasksev

23、eralgroupstoperforminfrontoftheclass。StepVLanguagepointsTheteacherdirecttheSsconcludethephasestooffersandresponsesofthedialogue。TheteacherrequesttheSstomasterandhandlethem。StepVIOralpracticeTheteacherorganizetwostudentstobeonegroup。LettheSstopractiseNo。2ofPage9。StepVHPractiseTheSscanchoseoneofthedia

24、logue。Afterafewminutes，theteacherasktwogroupstoperforminfrontoftheclass。Situation1：SomeonehasgotabrokenbicycleHeasksforyourhelpAndyouoffertorepairthisbicycleSituation2：YouoffertofixonesTVsetSituation3：YouoffertocheckonescomputerStep皿Consolidation1。 DoEx1。P83。WB。Gothroughthepicturesandthenaskthemtota

25、lkaboutthepicturesorally。2。 DoEx2andEx3inClassStepIXHomeworkMakeupadialogueandwriteitdownintheirexercise books 。教學設計方案Lesson 10Teaching AimsLearn and master the followingmake oneself doneaccept as not but kiss sb 。 goodbye/hellowith+compound object 。reading comprehensionItis/was+adj。/n。+inf。Improvet

26、heSsabilityofTeachingDifficultPointsSomesentencesarehardtounderstand。TeachingMethodsQuestion-and-answeractivitytohelptheSstogothroughwiththewholetext。Pairworkorgroupworktomakeeverystudentworkinclass。Fastreadingtofindoutthedetailedinformationaboutthetext。TeachingAids1。ataperecorder2。aprojector3。thebl

27、ackboardTeachingProceduresStepIGreetingGreetthewholeclassasusual。StepnRevisionAsksomepairsofSstoactouttheirdialoguesofNo。1onPage75。Revisesomeexpressionsofofferingoracceptingorrefusinghelp。StepinPreparationforReading1oT:WhatdowesayinEnglishwhenwemeetsomeoneforthefirsttime?Ss:Hello!/Howdoyoudo?T:Whate

28、lsecanwedo?(Teachermakesahandshakegesture。)Ss:We can shake handsT:Doyouknowwhatpeopledoinothercountrieswhentheymeetforthefirsttime?Todaywearegoingtoreadhowpeoplebehavewhentheymeetortalktoothers。First，lookatthetitle。Doyouknowthemeaningofbodylanguage?Lookatme，please。(Teacherbeginstosilentlynod，shakehi

29、sorherhead，smile，frown，wavetotheclass。)T:DoyouunderstandBodyLanguage?OK。Letslearnsomenewwordsinthislesson。Showthenewwordsinthislessononthescreen，andthengivetheSsbriefintroduction。(Hereleftout。)AsktheSstoreadthetextasquicklyaspossibleandtrytoanswerthefollowingquestion。HowdotheChineseandBritishhavesim

30、ilarbodylanguage?Yes。StepIVReadingLettheSsreadthetextagain,thenanswersomedetailedquestionsinthetext。Showthequestionnaireonthescreen，askthemtoreadanddiscusstheminpairsorgroupstocompletethetask。3。 Checktheanswerwiththewholeclass。Anddealwiththefollowing。(1)Shecouldntmakeherselfheard。(2)Icannotacceptyou

31、asmyassistant。(3)HeisnotEnglish，butAmerican。(4)Theykissedgoodbyewhentheywentaway。Shekissedhermotherhelloassoonasshegothome。(5)Itispossibletodotheexperimentinanotherway。Itisourdutytohelpthepoor。(6)Withaboyleadingtheway，theystartedtowardsthevillage。(Adverbial)Theoldmanwithhiseyeslookingattheskycamefro

32、mShanghaiyesterday。(Attributive)StepVComparisonT:NowweknowdifferentpeoplehavedifferentwaysofXXXcommunication?throughbodylanguage。Andnotallthebodylanguagemeansthesamethingindifferentcultures。Pleasereadthetextagain，thenfillintheblanksofthetable。SuggestedAnswers(Hereleftout。)StepVIWorkbookandconsolidat

33、ionPlaythetapeandlettheSslistentothetext。DealwiththeexercisesofNo。2-3onPage76。StepVHSumming-upHelptheSssumupwhattheyhavelearnedinthislesson。Writethemontheblackboard。StepHHomeworkReadthetextagainandlearntheABCofBodyLanguagebyheart。RecordAfterTeachingAttachmentTheDesignoftheWritingOntheBlackboard教學設計方

34、案Lesson11TeachingAimsLearnandmasterthefollowing。(1)keepaway(2)acertain+n。(3)makesb。/sth。+adj。ImprovetheSsabilityofreadingcomprehension。Languagestudytheinfinitive。TeachingDifficultPointstheusagesoftheinfinitiveTeachingMethodsQuestion-and-answeractivitytohelptheSstogothroughwiththepassages。Pairworkorg

35、roupworktomakeeverystudentworkinclass。Fastreadingtofindoutthedetailedinformationaboutthetext。TeachingAids1。ataperecorder2。aprojector3。theblackboardTeachingProceduresStepIGreetingGreetthewholeclassasusual。StepnRevisionAsksomestudentstoretelltheStepcontentsofthereadingpassageinLesson10。inPreparationfo

36、rreadingT:Yesterdaywelearnedsomethingaboutbodylanguage。Todaywearegoingtoreadmoreaboutit。Forexample，howclosepeoplestandwhentheyaretalkingtogether。Isitgoodmannerstostandveryclosetoyourfriend?Letsreadandfindout。Showthenewwordsonthescreen，andgivebriefintroductiontotheSs。(Hereomitted。)AsktheSstoreadthete

37、xtasquicklyaspossibleandfindouttheanswertotheupperquestionStep IVReadingAskmorequestionsonthereadingpassage。LettheSsreadthepassageagainandanswerthequestions。Checktheanswerwiththewholeclass。Anddealwiththefollowing。Showthemonthescreen。(1)Keepaway，orIllcallthepolice!Keepawayfromthathouse。Thereisadanger

38、ousdogthere。(2)Thereisacertaindistancebetweenthevillageandthebusstation。Hemustbewaitingforyouatacertainplace。(3)Thislampmadetheroomaslightasday。Whathehaddonemadehisfatherangry。Stresstheusageoftheinfinitive。Takethefirstsentenceofthetextforexample。“It”isformalsubject，realsubjectisthecompoundstructureo

39、ftheinfinitive。StepVPracticeandConsolidationPlaythetapeandlettheSslistencarefully。Showthepassage(No。1onPage77)onthescreenandlettheSsfillintheblanks。DealwithPart2。Teacherdoesoneortwosentencesorallyineachpartasanexample，thenlettheSsworkinpairs，XXXup) Step VI Practicesuitablesentences。SuggestedSentence

40、s:Part1Part2Part3(HereomittedandDiscussionDealwithPart3。Firstgothroughtheexamplewiththewholeclass。ThenlettheSsworkinpairs。Intheendasksomepairstoactoutinfrontoftheclass。Suggesteddialogues:(Hereomitted。)DealwithPart4。Takeitupinclassiftimepermits。StepVHWorkbookDealwithexercises2and3onPage77。HomeworkRea

41、dthetextagainandfinishofftheworkbookexercisesleft。RecordAfterTeachingAttachmentTheDesignoftheWritingOntheBlackboard教學設計方案Lesson12TeachingAimsReviewthegrammartheinfinitiveDosomelistening。Dosomewriting。TeachingDifficultPointItsdifficultforustotrainandimprovetheSsabilityoflisteningcomprehension。Teachin

42、gMethodsListening-and-choiceactivitytohelpthestudentstogothroughwiththelisteningmaterial。IndividualorpairworktotraintheSswritingability。TeachingAids1。ataperecorder2。aprojector3。theblackboardTeachingProceduresStepIGreetingGreetthewholeclassasusual。StepnRevisionCheckthehomeworkexercisesDealwith checkp

43、oint 3RevisetheuseofinfinitiveinLesson11。Showthefollowingonthescreenandstresstheusagesoftheinfinitive。GrammarTheInfinitiveTheydontliketobetooclosetooneanother。Theywillmovebacktokeepacertaindistanceaway。Wouldyoulikemetodosomethingforyou?Haveyougotanythingtosay?It is apleasure to meet you 。Wavingonesh

44、andistosayGoodbye”。Idontknowhowtocommunicatewithforeigners 。T: Listen to mecarefullyI mgoing to say “ HelloStepinPreparationforlisteningtotwofriends。(Teachersays“Hello”toafriendinaquietandflattone，andtoanotherinaloudandrise-falltone。)T:NowyoucanguesswhichfriendIhaventseenforalongtime。Ss:Thesecondone

45、。T:Howdoyouknow?S:Fromthewayyouspeak。(Thenteacherteachestheword“intonation”。Afterthat，teachertellstheSsthefollowing。)T:Yes。IntonationisveryimportantinEnglish。TodaywearegoingtohearpeopletalkingaboutEnglishandintonation。StepIVListeningLettheSsclosebooks。Listentothetapecarefully。Afterthatletthem open t

46、he books ，turntoPage133todothelisteningexercises。Iftheyarenotsureaboutsomequestion。Wecanplaythetapeagain。StepVWritingDealwithPart2。TelltheSstofillinthegaps，writingonewordforeachgap。Andtellthemthemethod。Dontstartfillinguntiltheyreadthewholepassage。SuggestedAnswers:1。customs2。which/that3。invited4。advice5。manners6。refuse7。by8。to9。polite10。good11。guests12。bottle