高二英语Unit3 Body language教案 人教版.docx

1、高二英语Unit3 Body language教案 人教版2019-2020年高二英语Unit3 Body language教案 人教版nod; realize; agreement, disagreement; while, manners; communicate; make sb.;body language; one another; not allII.日常交际用语：1).请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell

2、 me if can go now?2).允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.Thats all right. / OK.Its all right to me.3).拒绝Im sorry, but its not allowed here.Youd better not.Im afraid not. Its not right.III.语法：复习动词不定式作宾语、定语、表语和状语。教学建议对话分析This lesson is to use offer help and how to accept a

3、nd 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.课文分析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

4、 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.教学建议The teacher give the Ss the questions bout the dialo

5、gue 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,

6、 or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.重点知识讲解accept与receive的用法1）accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。例如：He couldnt accept our suggestions but our gifts.他们不能接受我们建议但接受了我们的礼品。She was very glad to accept the invitation.她非常愉快地接受了邀请。

7、2)receive也是作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。He did not receive a good education at university.他没在大学受过良好教育。I received an invitation to the party yesterday, but I refused to accept it.昨天我接到一份参加晚会的邀请，但我拒绝了接受。each other与one another这是两个在词义和用法上极为接近的短语。有些语法家认为：each other只能用于两者之间；one another只能用

8、于两者以上。但是，在现代英语的实际使用中，人们会发现：each other也可用于“两者以上”；one another也可用于“两者之间”。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侧重两以上的互相；而each other则侧重两人之间的互相较为常见。manage to do sth.和try to do

9、 sth. 用法区别try to do sth. 意思是“尽力，设法去做某事”，结果如何，不得而知，而manage to do sth.,则表示“设法做成了某事”Jim had a lot of homework, but he managed to finish it before bedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。Jim had a lot of homework, but he said he would try to finish it before bedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完成。manage还表示“经营，管理”的意思She m

10、anaged the house very well.她把家管得很好。Who will manage the store when you are away? 你不在的时候谁来经营商店？与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解 Its too heavy, but I can manage it.虽然它很重，但是我能搬动。I dont think we can manage a huge fish like that just between the two of us.我看单是我们两个人吃不了这么大的一条鱼。If you can get the mater

11、ial, we can manage the money.如果你们搞到了原料，资金我们能想办法。all与not连用构成not all或all.not时，通常表达的是一种部分否定，而不是全部否定，因此，课文中的“Not all body language means the same thing in different countries.”应当译成：“并非所有的身势语在不同的国家里都有相同的意思。”本句陈述了一个这样的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些身势语却有着不同的意思。因此，上述句子不可以理解成：“所有身势语在不同的国家都有着不同的意思。”1) 部分否定：（1）

12、Not all the boys in our class like football.我们班里的男生并不都喜欢踢足球。（2）Not all of the songs are liked by children.不是所有这些歌曲都让孩子们喜欢。2) 全部否定 （1）None of the boys in our class likes football.或：No boys in our class like football. 我们班的男生都不喜欢足球。（2）None of the songs is/are liked by children. 这些歌都不能让孩子们喜欢。介词with后面可接一

13、个复合结构，即：介词with+宾语+宾语补足语。常在这一结构中充当宾语补足语的有：现在分词、过去分词、名词、形容词，副词等。（1）with+宾语+现在分词With an old hunter leading the way, the soldiers started towards the forest. 由一位老猪人带路，士兵们朝着森林走去。（2）with+宾语+过去分词1）With the problems solved, they closed the meeting. 随着问题的解决，他们结束了这次会议。（3）with+宾语+形容词（或副词）My father likes to sle

14、ep with all the window open.我父亲喜欢开着所有窗子睡觉。Tian An Men Square looks even more beautiful with all lights on. 所有的灯都亮着，天安门广场显得更加漂亮。（4）with + 宾语 + 不定式With a lot of work to do, we had to be busy working day and night. 有这么多的工作要做，我们只得日夜忙碌。With many things to deal with, I have to stop listening to the light

15、music. 有许多事要处理，我只好停止收听轻音乐。（5）with + 宾语 +介词短语She saw a small river with green grass and red flowers on both sides. 她看到一条小河，两岸长满了红花绿草。注意：“with+复合宾语”在句中既可以用作状语表示方式或伴随动作，又可以用作定语。The teacher entered the classroom, with a book in his hand. 老师手里拿了一本书走进了教室。The teacher with a book in his hand is a new Englis

16、h teacher. 手里拿着一本书的那位老师是一位新来的英语老师。句型：It is / was + adj. / n. +真正的主语常用此句型的形容词有：clear, true, strange, obvious, (im) possible, (um) fortunate, good, funny, wonderful, (un) usual, pleasant, easy等；常用此句型的名词有：a pity, a wonder, ones duty, a mistake, no use, no good, a waste等。真正的主语有三种：1）用for或of引起的短语作不定式的逻辑主语

17、,如for sb. to do sth. 或of sb. to do sth.Its important for a Chinese to master a foreign language.Its impolite of you to spit on the ground.2）在no use, no good, a waste of.useless等词后，常用v.-ing(短语)作真正的主语Its no use trying it again.3）由that或连接代（或副）词引导的从句作真正的主语Its strange that you should all think like that.

18、Its a problem whether the meeting will be held tomorrow.动词不定式的主要功能（1）作主语：To see one time is better than to hear a hundred times.注：不定式作主语时，常用it代替之作形式主语，而不定式移置句子后部，以保持句子的平衡。不定式（短语）用作主语时，其后的谓语的动词要用单数。e.g. It is a great honour for him to be invited to the big party.（2）作表语：A nurses duty is to look after

19、patients.（3）作宾语：I dont know which one to buy.Marx gave some advice on how to learn a foreign language.（4）作定语：She is always the first to come and last to leave the classroom.Give me some paper to write on, please.注：不定式常作后置定语。不及物动词的不定式作定语，要加上适当的介词。（5）作状语：The pupils ran over to welcome the foreign gues

20、ts. (表目的)What have I said to make you so sad? (表结果的)The children jumped with joy to hear the exciting news. (表原因)（6）作宾补：I wish you to be happy forever.注：在watch, notice, see, look at, observe, hear, listen to, feel, let, make, have等感观和使役动词后的不定式复合结构中，不定式都不带to; 在help后既可带to,亦可省to.e.g. In those days, the

21、 landlord made them work day and night.这种句子如果变成被动语态，需将to补回。e.g. In those days, they were made to work day and night.教学设计方案-Lesson 9Teaching Aimsphases: manage, dining room, type compositionoral expression:Can I help you?Would you like.?Is there anything I can do for you?Thanks/ Yes, please.Thats ver

22、y kind/ nice of you.No, thanks. I can manage it myself.Thats all right, thank you.No, thank you. Thanks for all your help.Teaching Aids1.a tape recorder 2.a projector 3.the blackboardTeaching ProceduresStep Leading inT: What do we do if we have something to tell others or if we want to learn somethi

23、ng from the others？S: Yes，we use our languageT: That is，either spoken language or written languageBut actually，there is another kind of language and it is also very importantDo you know what it is？S: Yes，that is itThat is the body language T: Can you tell me something about body language？For example

24、，if you agree with what I said just now，what do you do？And if you dont agree with what I said，what do you do？S: Nod and shake headStep II Listening1.The teach give some questions before listening 1） Do the speakers know each other？How do you know？2）If you want to refuse somebodys offer politely，what

25、 would you say？2.Play the recorder one or twice, please someone answer the above questionsKey：1）No，they dontOne is the organizer of a conference and the other is a speaker and the dialogue takes place at the airport2）No，thank youThanks for all your helpStep III ReadingPlay the recorder again, the Ss

26、 follow it twice. Step PerformingThe 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.Step Language pointsThe teacher direct the Ss conclude the phases to offers and responses of the dialogue. The tea

27、cher request the Ss to master and handle them.Step Oral practiceThe teacher organize two students to be one group. Let the Ss to practise No. 2 of Page 9. Step PractiseThe 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：S

28、omeone has got a broken bicycleHe asks for your helpAnd you offer to repair this bicycleSituation 2：You offer to fix ones TV setSituation 3：You offer to check ones computerStep Consolidation1.Do Ex1.P83. WB. Go through the pictures and then ask them to talk about the pictures orally.2.Do Ex2 and Ex3

29、 in ClassStep HomeworkMake up a dialogue and write it down in their exercise books.教学设计方案Lesson 10Teaching AimsLearn and master the followingmake oneself doneacceptasnotbutkiss sb. goodbye/helloIt is/was+adj./n.+inf.with+compound object.Improve the Ss ability of reading comprehensionTeaching Difficu

30、lt PointsSome sentences are hard to understand.Teaching MethodsQuestion-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 Aids1.a tape recorder2.a

31、projector3.the blackboardTeaching ProceduresStepGreetingGreet the whole class as usual.Step RevisionAsk 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 Preparation for Reading1.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 toread how