高一英語課件牛津版Chapter1.Bodylanguage

1、牛津英語 高一第一學(xué)期課件無精打采001 為你提供Chapter1.Body language Reading 一、 章節(jié)分析（Reading section ）（一）綜述本章節(jié)通過Debbie和Simon 接人待物時的成功與失敗，來說明肢體語言的重要性。在引導(dǎo)學(xué)生對文章進行整體理解同時，培養(yǎng)學(xué)生良好的禮儀。本課的任務(wù)有兩個：1 對課文進行整體閱讀。培養(yǎng)學(xué)生略讀（獲取大意）、掃讀（整理有關(guān)信息）、細(xì)讀（分析篇章結(jié)構(gòu)，慨括中心）等閱讀能力。2 與時俱進。結(jié)合課文以及上海迎世博倡導(dǎo)學(xué)禮儀的活動，引導(dǎo)學(xué)生暢談作為東道主該用何種Body Language來迎接四方賓客。（二）閱讀目標(biāo)1 知識目標(biāo)學(xué)習(xí)課

2、文中重點詞、詞組、句型和語法。2 能力目標(biāo)提高學(xué)生的閱讀理解能力和培養(yǎng)學(xué)生的閱讀技巧。閱讀準(zhǔn)備（收集相關(guān)資料）、略讀（獲取大意）、掃讀（整理有關(guān)信息）、細(xì)讀（分析篇章結(jié)構(gòu)，慨括中心）等是高中學(xué)生必須具備的閱讀技能，教師對高一新生可以以本課為例作仔細(xì)介紹。3 情感目標(biāo)幫助學(xué)生對 “body language” 有更深入的思考，學(xué)會禮貌接人待物。（三）教學(xué)方法采用任務(wù)型教學(xué)法組織教學(xué)，通過比較，討論等具體活動，達到教學(xué)效果。（四）重點和難點1 詞匯學(xué)習(xí)1) 核心詞匯l seniorl appearancel express/expressionl impress/impressionl middl

3、e-aged, well-dressed, part-timel communicate/communicationl oppositel greetl cheerfull employ (employer, employee)l colleaguel customerl gesture2) 拓展詞匯l sighl faxl headline (練習(xí)D中)l heading3) 詞組和短語l glance at, l get down to, l give sb. a good impression, make a good impression on, l without hesitatio

4、n, l hold up, l preferto, would rather do2 句型學(xué)習(xí)l look ( sound, smell, taste, feel) + adj.l make sb. +v.原形二、 教學(xué)設(shè)計（Teaching Designs）教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考Pre-reading 為了更好地處理初高中銜接，建議老師用一個課時完成兩個任務(wù)：l 介紹高中課本的結(jié)構(gòu)特點;課文所涉及的內(nèi)容;以及閱讀時skimming 和scanning 技巧.l 根據(jù)課文主題，向?qū)W生展示一些生動形象并表示不同含義的肢體語言圖片并與學(xué)生討論它們所起的作用，從而調(diào)動學(xué)生學(xué)習(xí)積極性，激發(fā)學(xué)

5、習(xí)興趣，為順利進入課文學(xué)習(xí)打下基礎(chǔ)。具體處理這部分內(nèi)容的建議見鏈接1 對初高中銜接的處理 鏈接2課件：body language 1 。中學(xué)英語合作網(wǎng)牛津英語教學(xué)參考Page 1While-reading 這是本課的主體部分，也是老師要處理的重點，既要引導(dǎo)學(xué)生學(xué)習(xí)重點詞匯和句型，又要提高學(xué)生的閱讀理解能力，培養(yǎng)學(xué)生的閱讀技巧。l Skimming 要求學(xué)生快速略讀，獲得課文的大概輪廓，能在有限的時間內(nèi)運用skimming技巧，找到最基本的信息。l Scanning 由于課本上scanning全詞填空太難，不符合由易到難的教學(xué)規(guī)律，故把課本第4 頁E Read and think部分稍作修改變成

6、scanning的內(nèi)容。要求學(xué)生運用scanning 技巧，搜索需要的信息。l Further understanding 經(jīng)過以上兩個基礎(chǔ)環(huán)節(jié)后，進入課文深層次的理解，要求學(xué)生能找出文中描寫Debbie 和Simon 身體語言的詞語，通過比較總結(jié)出兩人接人待物的成功與失敗的原因。l Consolidation and conclusion 把課本第2頁C Scanning 部分進行適當(dāng)修改，鞏固剛學(xué)過的內(nèi)容。具體處理這部分內(nèi)容的建議見鏈接3課件：body language 2 。Post-reading Discussion這是課文的拓展部分，也是進行情感教育部分。結(jié)合課文以及上海迎世博倡導(dǎo)

7、學(xué)禮儀的活動，引導(dǎo)學(xué)生暢談作為東道主該用何種body Language來迎接四方賓客。鏈接1說明：對初高中銜接的處理。 1 師生的自我介紹。2 介紹高中教材的特點，介紹閱讀中skimming 和scanning的含義與技巧.1) What is skimming?Skimming is a reading strategy. When we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. When we skim, we skip the unim

8、portant parts. Therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. Skimming takes only a minute or two, and it helps us get the general outline of the reading and fo

9、llow the writers idea more easily. It is a way to prepare us for a better and detailed understanding of the writers ideas.略讀是一種閱讀方式。當(dāng)我們進行閱讀時，我們是在非?？焖俚亻喿x，目的是獲地閱讀材料的大概輪廓或意義。在略讀時，我們跳過不重要的部分。因此，我們通常只看題目和段落標(biāo)題、附圖和圖表以及重要的句子（一般是每個段落的第一句和最后一句）。略讀只需一二分鐘，它幫助我們獲得閱讀材料的大概輪廓并使我們更好地跟上作者的思路，它為我們更準(zhǔn)確、更仔細(xì)的理解作者的思想做好了準(zhǔn)備。

10、2) What is scanning?Scanning is a reading strategy. When we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. So we scan to get information about time, names, places and numbers, etc. When we scan, we always skip the irrelevant parts and we on

11、ly focus on what we need to find out.跳讀是一種閱讀方法。當(dāng)我們在掃讀一篇閱讀材料時，我們是在非?？焖俚亻喿x，目的是獲得有關(guān)時間、姓名、地點和數(shù)據(jù)等的信息。在跳讀時，我們總是跳過不相關(guān)的部分，而只是集中注意我們需要發(fā)現(xiàn)的信息。3） Practice ( 老師們可以用以下材料說明介紹skimming和scanning的閱讀技巧。)English MannersA When we meet someone we know, the simplest thing to say in English is “Good morning”, “Good afternoo

12、n”, or “Good evening”. “Hello” and “Hi” are forms of informal greeting. We avoid using them with seniors or in a very formal situation. “How are you?” and “How are you doing?” are often used to greet friends. They are used either during the day or in the evening. “How do you do?” seems to be used le

13、ss often than before.B Some forms of greeting which are good manners in China are not considered so in Britain or some other English-speaking countries. For example, usually we should avoid greeting a foreign friend by saying “ Where are you going?” or “Where have you been?”, which are quite common

14、among friends in China. If we did ask either of these questions, the foreign friend would think that we were asking about his private affairs. Neither should we greet a foreigner by saying “Have you had your dinner?”. He might think you were inviting him to dinner！These forms of greeting are only ac

15、ceptable when they are used with close friends.C In most English-speaking countries shaking hands is also a form of greeting, and the best kind of handshake is gentle and firm. Close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss

16、 on the cheek when they meet or part. Men, however, dont often kiss or embrace when greeting each other.D Men still tend to open doors for women in public. However, some young girls cannot stand that. Nowadays more and more women are opening doors for men!E Good manners are made up of many small thi

17、ngs. Foreign friends or colleagues can get very upset if we forget to say or do something properly. This can be clearly shown through the following example.F One day, on the desk of a department office in a college, lay a letter for a visiting American professor. Her Chinese colleague happened to pa

18、ss by. She saw it, picked it up, and later gave it to the American professor, saying, “ Mrs Willis, a letter for you from your hometown.” To her surprise, the visiting professor immediately put on a stiff face. She didnt know the reason why the Chinese colleague was interested in her private affairs

19、. At the same time, the Chinese teacher didnt know the reason why Mrs Willis took offence.G Thus, we have a lot to learn about English manners. The native speakers around us offer very good examples when talking and acting. English books, TV programmes and the Internet provide lessons as well. Some

20、dictionaries also present lists of common polite expressions. So, we must try our best to learn more about English manners and peoples ways of life so that we can communicate with foreigners more properly.Exercises:A) Skimming: Read the first and last sentences of each paragraph and match the summar

21、ies in Column with the paragraphs in Column. The first one has been done for you as an example.Column a) Things that make up good mannersb) A good example to show cultural differences in mannersc) Shaking hands, kissing and embracingd) Opening doors and good mannerse) Different forms of greetingf) M

22、anners in China and English-speaking countriesg) Getting to know more about English manners ColumnParagraph AParagraph BParagraph CParagraph DParagraph EParagraph FParagraph G( answer: a)-E, b)-F, c)-C, d)-D, e)-A, f)-B )（雖然這篇文章很長，但經(jīng)過skimming 環(huán)節(jié)，同學(xué)們基本能在較短的時間內(nèi)，通過看每一段落的第一句和最后一句，找到每段的段落大意，理清作者的寫作思路，為下一

23、步尋找細(xì)節(jié)奠定基礎(chǔ)。）B. Scanning: Scan the text and answer the following questions.In what situation(s) is each of the following used?l “Good morning.”, “Good afternoon.”, “Good evening.”l “Hello.”, “Hi.”l “How are you?” , “How are you doing?”l “How do you do?”l “Where are you going?”, “Where have you been?”,

24、 “Have you had your dinner?”(經(jīng)過skimming環(huán)節(jié)后，同學(xué)們知道以上問題的答案應(yīng)在第A段和B段去找。) When and with whom do people exchange a quick kiss on the cheek?(在第C段找。答案：relatives or close friends when meeting) How many ways has the writer suggested to help us learn more about English manners?( 在G段找。答案：3 )（同學(xué)們往往畏懼閱讀長文章，從頭到尾讀下來

25、，卻不知文章到底講什么。通過學(xué)習(xí)理解文章的大意，知道在什么段落去尋找需要的信息，并為下一步深層理解奠定基礎(chǔ)。）鏈接2說明：用ppt. （body language 1）展示一些生動的body language 圖片，鼓勵學(xué)生動口動腦，說出它們的含義。The many meanings of body language(見課件：body language 2 ) 鏈接3說明：本部分建議采用任務(wù)型閱讀教學(xué)方法。通過略讀、掃讀、細(xì)讀等不同手段來提高學(xué)生的閱讀理解能力，從而培養(yǎng)學(xué)生的閱讀技巧。Step One Warming-upLook at the pictures on ppt. Differe

26、nt body language (facial language) shows some different feelings. ( Students use different words esp. adj. to describe them).（具體處理見課件“body language2 ppt.)Step Two Task cycle-reading1 Skimming Skim the story and look at the photo on the next page, and then try to answer the following questions.Where

27、does the story take place? ( in the Sunbeam Travel Company)Who are the people sitting down? (Debbie and Simon)When did the story take place? (on a Saturday morning) Which person looks the most friendly? (Debbie)2 ScanningScan the passage and find the answer to the following questions.Who sat down op

28、posite Debbie? ( A middle-aged, well-dressed woman)How did Debbie greet her? (cheerfully)Who was Mr.Yang? (a senior employee in the company)Can you find two examples of Mr Yangs body language ? Why did he do the things?(put his hand on Simons shoulders; gave an encouraging smile; to tell him why the

29、 customer didnt prefer to deal with him in a friendly way.)Why did the customer prefer to deal with Debbie?( 進入下一環(huán)節(jié)的細(xì)讀。)3 Further understanding（通過比較兩人不同的身體語言，得出文章的主題）1) Find the different body language of Debbie and Simon.DebbieSimongreet cheerfullysighhold her head up rest his head on his handhook

30、at the customers eyes look downwardssmile not smileturn her head or body towards the customernot turn his head or body towards the customer2) QuestionWhy did customers prefer to deal with Debbie instead of Simon?(Because her body language makes customers feel welcome, while Simons tells customers to

31、 go away. ) ( 書上原句)3) Conclusion:(main idea of the passage)Communicating is more than speaking and listening. Your body language is important, too.( 書上原句)Step Three ConsolidationSimon is phoning a friend about his experience. Fill in the blanks. The first letters have been given. (Deal with some wor

32、ds and expressions that students have just learned in the previous steps.)I spoke to Mr Yang today. Hes one of Sunbeam Travels s_ employees. I told him that our customers always p_ to deal with Debbie. He told me the problem might be the way I c_. He explained to me about b_ language. He said that I

33、 was not giving customers a good i_.My body language was telling customers to go a_, instead of making them feel w_. So now Im trying to i_ my body language.(reference : senior, prefer, communicate, body, impression, away, welcome, improve)Step Four Reflection - Post-readingDiscussion The World Expo

34、 will be held in Shanghai in 2010. Our government is advocating excellent etiquette(禮儀). As a native, what do you think you will do to greet friends both at home and abroad?Step Five Homework1 Read the text after the tape recorder.2 Do Ex.D1&D2 on P4.Chapter1.Body language Listening, Speaking, Using

35、 English, Writing 一、章節(jié)分析 （Section Analysis ） (一) 綜述 本章節(jié)是語言運用部分。通過聽，說，寫方面的訓(xùn)練，提高學(xué)生語言詞匯方面的能力，加強他們運用語言知識來表達思想感情的能力。針對高一新生情況using language 的任務(wù)是培養(yǎng)學(xué)生如何正確有效的使用字典，為以后的學(xué)習(xí)打下基礎(chǔ)。（二）目標(biāo)Listening 1 幫助學(xué)生通過抓關(guān)鍵詞培養(yǎng)其聽力理解能力。2 聽說結(jié)合，提高聽力教學(xué)效果。Speaking 1 幫助學(xué)生運用本課關(guān)于肢體語言信息，培養(yǎng)他們良好的禮議。2 鼓勵學(xué)生在此過程中動腦動口，學(xué)會推薦自己及如何評價他人。Using English

36、1 幫助學(xué)生如何有效的使用字典。2 培養(yǎng)學(xué)生自習(xí)自研能力。Writing 1 了解書信式“提醒單（reminder ）”和邀請信的寫作思路。2 掌握寫作方法。3 根據(jù)簡要提示寫出符合要求的reminder as well as 邀請信。（三）重點和難點Listening 培養(yǎng)學(xué)生抓關(guān)鍵詞匯：adj /adv attentively; politely; serious ,nervous n art; steps; movements; sages; points messagesv dance Speaking 通過表演掌握如何推薦自己以及如何評價他人，同時能運用Dos 和Dons 句型。Us

37、ing English 了解字典中不同符號的含義以及如何能有效地運用字典，培養(yǎng)自學(xué)能力。Writing 根據(jù)提示寫出符合要求的short messages 并能采用生生互評。二、教學(xué)設(shè)計（Teaching Designs）教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考Listening 1 材料的整合：將課本第5頁和課本第20頁上的聽力材料整合。兩份材料都是培養(yǎng)學(xué)生抓關(guān)鍵詞匯的能力。2 建議把聽和說相結(jié)合。通過教師與學(xué)生或?qū)W生與學(xué)生的對話，表演，引入要聽的新單詞，強化學(xué)生可理解性輸入。l Pre-listening 在聽之前，創(chuàng)設(shè)環(huán)境，要求學(xué)生明確聽力任務(wù)（recognize key words），掃清在聽

38、力材料中出現(xiàn)的困難詞匯(rush in, sideways, attentively, stretch ,movements, entertainment)，提高聽的效果。 l While-listening誘發(fā)興趣，增強聽的動力。l Post-listening 要求學(xué)生小組討論，結(jié)合自己的生活實際討論肢體語言在人們生活中，尤其是面試中的重要性。學(xué)會Dos 和Donts 句型。具體處理這部分內(nèi)容的建議見鏈接1。牛津英語教學(xué)參考Page 5, Page20Speaking 課本中出現(xiàn)的Speak up (Everybodys friend ) 內(nèi)容與本課的主題關(guān)系不緊密,而且操練很機械化,調(diào)動

39、不起學(xué)生的興趣。故建議換一個和課文緊密相關(guān)的主題。設(shè)計情景:面試l 使用should 和shouldnt 句型表達在面試中面試人應(yīng)該有的和不因該有的肢體動作.l 參加一個出國交流學(xué)生選拔面試，要求學(xué)生在面試中注意自己的肢體語言。并請其他學(xué)生對他們的肢體語言發(fā)表自己的評價。牛津英語教學(xué)參考Page20Using English 要求學(xué)生每人帶一本英漢雙解字典到課堂上，利用書上的Scale 這個單詞來具體介紹如何有效的使用字典。然后再要求學(xué)生在字典中查本課中出現(xiàn)的核心詞匯hesitate 來檢測學(xué)生掌握的程度。課后可以要求學(xué)生預(yù)習(xí)More language input 中的課文，查出他們不認(rèn)識的或

40、對其用法不確定的詞組。牛津英語教學(xué)參考Page14Writing 這是典型的控制寫作。首先教師應(yīng)該幫助學(xué)生了解書信式“提醒單（reminder ）”和邀請信的寫作思路；要求學(xué)生掌握該文體的寫作方法；并能夠根據(jù)簡要的提示寫出符合要求的reminder as well as 邀請信。在這部分建議教師采用生生互評的反饋方式，讓每一個學(xué)生都成為批改著，評價的參與者，這樣不僅可以提高學(xué)生的學(xué)習(xí)積極性，在改正同學(xué)的錯誤的同時，自身水平也得到的提高。具體處理這部分內(nèi)容的建議見鏈接2。牛津英語教學(xué)參考Page15鏈接1Listening and speaking 說明： 建議兩個整合。1 建議聽說結(jié)合：在說的

41、基礎(chǔ)上，引入聽的內(nèi)容，在聽的同時，要求學(xué)生掌握表達建議的基本句型。2 建議材料的整合：將page5和page 20上的聽力材料整合。兩份材料都是培養(yǎng)學(xué)生抓關(guān)鍵詞匯的能力。Step One Speaking1 Pre-speaking -Warming up A short competition :Divide the class into two. Students are asked to answer the question: How should a person do during the interview ? Each side should follow the differ

42、ent patterns: Side A is required to begin with “He should” , while Side B is required to begin with “ He shouldnt ”Students take turns to answer the question. The side which goes to the last is the winner. (The content cannot be repeated ) Example: Side A S1 : He should be polite .Side B S2 : He sho

43、uldnt enter without knocking at the door. Side A S2: He should sit straight . Side B S2: He shouldnt brush his hair while answering the questions. 教師先請兩位學(xué)生示范，然后全班分兩方進行比賽。這樣可以調(diào)動學(xué)生學(xué)習(xí)積極性，鼓勵學(xué)生多動腦動口。2 Speaking-up 1) Dos & Donts : After the competition, the students from each side pick out five tips on in

44、terviews which they think the most important . Ask them to list them on the blackboard in the following form. Interview Tips ( 面試需知)Dos Donts Sit straight Dont get two nervous Talk honestly Dont rest your head on your hand 2) Have an interview Two students will be chosen from your school to be excha

45、nge students . So two interviewers are interviewing them to see whether they are qualified or not.Useful expressions for interviewers why do you want to be an exchange student ? What do you usually do in your spare time ? What do you think is the most important quality for an exchange student ? Usef

46、ul expressions for applicants Id like to I usually do in my spare time. An exchange student must be polite /helpful/ adaptable. 3) Make some comments on their performance especially their body language. Step Two Listening Task One Listening on page 201 Pre-listening 1) Get familiar with the form of

47、Dos and Donts after speaking .2) Introduce the task to the students, that is , to recognize the key words especially some adjectives and adverbs .3) Study some new words .Ask students to read the definition of each word and then guess the meaning of it. New words: rush in ; sideways; attentively; st

48、retch .2 While listening Listen to the passage and write down as many notes as possible with books closed. Ask students to focus on some descriptive words such as adjective and adverbs. Open books and listen to the passage again, checking the key words. 3 Post-listening After the listening , help st

49、udents understand body language sometimes communicate more than words. Body language is quite common in our daily life . Meanwhile , even some artists turn to body language to communicate their ideas and opinions to the public .Introduce the second listening on page 5Task Two Listening on Page 51 Pr

50、e-reading 1) What do you know about Ballet ? 教師請學(xué)生就他們所知的有關(guān)Ballet 的情況談?wù)?。教師也可以根?jù)情況作簡單的介紹。2) Introduce the task to students : recognize key words. 教師幫助學(xué)生明確在對事物進行描述時，名詞和動詞往往起很大的作用，因此在聽的過程中對這些詞匯要多加注意，學(xué)會辨別關(guān)鍵詞匯。2 While-listening 1) Listen to the first paragraph with books closed and then repeat the sentenc

51、es after the tape. Ask students to pick out the key words in it. 2) Listen to the second paragraph and supply the missing words .Ask students to tell the main idea of this paragraph .3) Listen to the last two paragraphs and supply the missing words. 3 Post listening 聽后活動-說的訓(xùn)練。假設(shè)在你班級有一位同學(xué)從四歲開始練習(xí)Balle

52、t ，在全國和上海的各種比賽中獲得很好的成績. Make a dialogue between you and your classmates about Ballet and her experience of practicing it. 通過聽的練習(xí)，學(xué)生對該內(nèi)容有了一定的了解，便可以在聽的基礎(chǔ)上圍繞聽的材料進行說的訓(xùn)練以鞏固聽的效果。 鏈接2說明： 這是典型的控制寫作。建議教師首先幫助學(xué)生了解寫作思路，掌握該文體的寫作方法；然后能夠根據(jù)簡要提示寫出符合要求的reminder as well as 邀請信。建議教師采用生生互評的反饋方式，來提高學(xué)生的學(xué)習(xí)積極性。如下，提供了一份本課時的完

53、整教案。WritingStep One Pre-writing - to introduce the rules of writing short messages.1 Students are required to read the directions on page 15 and answer the following questions .Who do we often write short messages to ? Why do we write short messages ? In what way should we give the messages? In what

54、 way should we end the messages ? Do you have to sign your name as well as the date at the end of the message ? In what style are the message written ? 2 Students are required to know the names of the six parts in the message.Greeting: start with a greetingTopic: mention the purpose of writing (usua

55、lly in the first sentence ) Message: give the rest of the message Regards: end with a friendly word or phrase. Signature: sign your name Date : give the exact time 3 Students are required to read the reminder on page 16 and name the different parts of the message. 4 Students are required to summariz

56、e the rules of writing the short messages .在Short messages 中往往要首先由問候語，在正文要寫明目的，如果涉及時間，地點的話，要有明確的信息。在最后要有結(jié)束語，簽名和時間。語言簡潔明快，重點突出。Step Two While-writing 1 Students are required to read the invitation on page16 and find out the six parts of the message and also the conversation between Debbie and Simon.2 Students are divided into two groups and required to complete the outline of Debbies note of accept the invitation or Simons note of rejecting the invitation. Step Three Post-writing 1 Two students are