《Body language》导学案（3份打包）
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人教版必修高一英语下学期Boonit 4 Body language阅读导学案.doc 77.50 KB
人教版必修高一英语下学期Boonit4 语法导学案.doc 55.00 KB
人教版必修高一英语下学期Boonit4 词汇导学案.doc 72.00 KB
人教版必修高一英语下学期Boonit4 语法导学案
课标解读：
本单元的语法项目是动词的-ing形式做状语和定语。教师应当启发学生思考，通过示例引导学生总结出动词的-ing形式在什么情况下作状语或作定语，然后进一步理解其用法，直至比较熟练的掌握与运用。
Teaching aims（教学目的）
Knowledge aims:
Get students to know the use of the –ing form as the attribute and the adverbial.
Ability aims:
Enable students to learn the use of the –ing form as the attribute and the adverbial according to the context.
Emotional aim:
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
Teaching emphasis（教学重点）
Get students to learn and master the use of the –ing form as the attribute and the adverbial.
Teaching difficulties（教学难点）
Enable students to learn how to use the rules of the –ing form as the attribute and the adverbial correctly.
Teaching &learning procedures (教学与学习过程)
【巧设导语 激发兴趣】（5分钟）
Step1. Preparing lessons &self-study and exploring the problems
Ask the Ss to report the answers and read the passage quickly to point out the sentences including the –ing form in the text.
【整体感知 情景创设】
Step2.Finishing plan & asestions
Report the answers to the class and teacher.
Point out the sentences including the –ing form in the text.
Step3.Researching cooperatively& answering questions
And ask the Ss what the rules of the –ing form in the text are.
Tasrn back to Page 26 to read through the passage Communication:No Problem?pict the sentences using the-ing forms as the attribute and the adverbial., and then underline the –ing form in each sentence and translate the whole sentence into Chinese.
1)Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’s international students. (attribute)
2)After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. (attribute) (adverbial)
3)I stood for a minute watching them and then went to greet them. (adverbial)
4)She stepped back appearing surprised and put up her hands, as if in defence. (adverbial)
5)Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.(adverbial)
6)Just at that moment,hwever, Akira bowed so his nose touched George’s moving hand. (attribute)
7)When Darlene Coulon from France came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)
8)In the same way that people communicate with spoken language , they also express their feelings using unspoken”language” through physical distance, actions or posture. (adverbial)
【提出问题 合作探究】（15分钟）
Step4.Summing &chewing, summarinowledge
Task 2.Grammar learning
一、作定语。单个的分词作定语时放在所修饰词的前面，但是如果修饰some/any/no/
every+thing/body/one 或者指示代词those时，分词应在其后。分词短语作定语时应放在所修饰词的后面。在用作定语时，分词在意思上接近一个定语从句。
The boring snow made the bored boys go home. (= The snow was boring, so the boys wee
人教版必修高一英语下学期Boonit4 词汇导学案
课标解读：
在学习本单元词汇时，通过让学生做“词汇表演”的游戏来掌握本单元重点词汇和短语。力求让学生掌握哪些四会单词和重点短语。
Teaching aims（教学目的）
Knowledge aims:
1. Get students to learn and grasp the important useful new words and expressions in this part: statement , great, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, major, misunderstand, misunderstanding, Jordan, dash, adult, sponspoken, Spain, Italy, likely, crossroads, facial, function, ease, truly, false, anger, fir\st, yawn, subjective, hug, rank, cassette. defend against, be likely to, in general, at ease, lose face, turn one’s back to
2. Let students learn the following important useful sentence patterns:
1)…I saw several young people enter the waiting area looking around curiously. (the-ing form as the attributive and adverbial)
2) The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain(the past participle as adverbial)
3)She stepped back appearing surprised and put up her hands , as if in defence (as if…)
4)Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.(not…nor…)
5)….people from places like Spain ,Italy or South American countries approach others closely and are more likely to touch them.(be likely to do…)
6)…studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads!(the-ing form as the subject; help do…)
Ability aims:
1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
Emotional aims:
1. Stimulate students’ interest in learning English.
2. Develop students’ spirit of cooperation and teamwork.
Teaching emphasis（教学重点）
Enable students to grasp the usages of such important new words and expressions
Teaching difficulties（教学难点）
1. Let students learn the usage of the expression.
2. Enable students to learn“waiting area looking around curiously f” .
3. Get students to understand some difficult and long sentences.
Teaching &learning procedures (教学与学习过程)
【巧设导语 激发兴趣】（5分钟）
Step1. Preparing lessons &self-study and exploring the problems
Finish the tasks in the first period in time.
Step2.Finishing plan & asestions
Report the answers to the class and the teacher.
Listen to the tape of the text and underline the new words in the text;
Learn the new words and phrases after the teacher . Ask for help if necessary.
【整体感知 情景创设】
Step3.Researching cooperatively& answering questions
1.Yesterday,another student and I, representing our university，s student association, went to the Capital International Airport to meet this year，s international students. (P26)昨天，我和另一个同学代表我们大学的学生会去首都国际机场迎接今年的国际学生。
【词语拓展】
represent v.代表,体现，表达(意见，观点等)
representation n.描绘，表现，陈述
人教版必修高一英语下学期Boonit 4 Body language阅读导学案
课标解读
1. 通过本文的学习，让学生了解身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
2. 进一步训练学生略读、找读、释义、细读、归纳要点等阅读技巧，把握篇章中心内容，获取关键信息的能力。
Teaching aims（教学目标）
Knowledge aims:
1. Get students to learn the useful new words and expressions in this part: statement , great, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, major, misunderstand, misunderstanding, Jordan, dash, adult, sponspoken, Spain, Italy, likely, crossroads, facial, function, ease, truly, false, anger, yawn, subjective, hug, rank, cassette.
defend against, be likely to, in general, at ease, lose face, turn one’s back to
introduce…to… not…nor… as well; agree with; point at; in place of; on the contrary
2. Let students learn about cultural differences and intercultural communication
Ability aims:
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talt cultural differences and intercultural communication
Emotional aims
1. Help the Ss know about cultural differences and intercultural communication,and different cultural body language to avoid misunderstanding in intercultural communication.
2. Develop students’ sense of cooperative learning.
Teaching emphasis（教学重点）
1. Let students learn more about cultural differences and intercultural communication.
2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.
Teaching difficulties（教学难点）
1. Develop students’ different reading abilities.
2. Enable students to talt cultural differences and intercultural communication
Teaching &learning procedures (教学与学习过程)
【巧设导语 激发兴趣】（5分钟）
Step1. Preparing lessons &self-study and exploring the problems
Warming up
Task1. discuss the following questions in pairs
【整体感知 情景创设】
Step2.Finishing plan & asestions
Reading
1.Fast reading
Task 3.
1)Write down the topic of the passage in one sentence.
______________________________________________________________________________.
2)Fill in the following chart.
Country /Area Ways to greet each other
Britain
Canada
Japan
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