8A(下) Unit 2 Body language教学设计

8A 第二单元重点知识一、重点短语1. 学校生活____________________2. 得更加努力工作、学习____________________3. ____________________4. 英式英语____________________5. 美式英语____________________6.一块橡皮 ____________________7. 为我表弟买一个玩具卡车____________________8. 在我们学校附近的店里____________________9. 有周末计划____________________ 10举行一场重要的比赛____________________11. 今年秋天____________________ 12. 英国学校的生活 ____________________13. 在8年级____________________ 14. 一所混合学校____________________15. 一起上课____________________ 16. 最喜欢法语____________________17. 学习外语____________________ 18. 在阅读周期间____________________19. 从学校的图书馆借更多的书____________________20. 从家里把杂志带进来____________________ 21. 赚更多的钱____________________22. 在星期快结束的时候____________________23. 课堂上和同学讨论书的内容____________________24. 好像过得更快____________________ 25. 同伴俱乐部 ____________________26. 了解更多关于学校的事____________________ 27. 认真倾听我的问题 ____________________28. 给我提供帮助____________________ 29. 比平时结束早____________________30.我的偶像们____________________ 31. 一起做运动____________________32. 打棒球____________________ 33. 刻苦练习____________________34. 赢得两场比赛____________________ 35. 读、写中使用的单词____________________36.一位美国男孩写的一篇文章__________________37. 在我们三个当中、在这三所学校中____________________38. 每天____________________ 39. 空闲的时间____________________40. 获得第一、二、三____________________ 41. 在赛跑比赛中____________________42. 暑假、寒假____________________ 43. 花时间做某事 ____________________44. 穿制服、打领带、校服____________________45. 做早操、进行阅读、阅读英语报刊杂志____________________46. 放假周数更少、放……假_____________47. 下国际象棋____________________ 48. 最多、至少__________________49. 每门科目都进行月考__________________ 50. 浏览，快速查看__________________51. 起初，首先__________________52. 继续，重复做某事、继续用英语写__________________53. 日常生活__________________ 54. 我理想的学校__________________55. 放学__________________ 56. 进行学校旅行__________________57. 需要早起__________________ 58. 一个又大又干净的餐厅__________________59. 有时间进行某种活动/有很多时间进行课外活动__________________60.有一个小时的家庭作业__________________ 61. 有一个小时吃午饭__________________62. 在午餐时间__________________ 63. 选择科目学习_________________64. 我的所有其他同学_________________ 65. 我的任何一位同学_________________66.我班其他学生_________________ 67. 我的任何一个其他同学 _________________ 68. 至少/最多_________________ 69. 两个半小时__________________二、重要句型1. Why don’t dogs go to school, Eddie? 狗为什么不去上学，艾迪？“Why don’t/doesn’t /didn’t + 主语+ 动词原形+其他”，意为“为什不；为何不”，通常表示建议或责备。

Book4 Unit4 Body LanguageReading教学设计教材分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事.来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会,反映出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.教学设计思想：READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语"及其在交际中的异同和影响的具体例证。

在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。

在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来。

把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。

让学生在实践中掌握阅读技巧和方法，提高阅读能力。

教学中以学生体验为主，在语境中体会词义,培养学生爱思考的好习惯。

英语学习不仅是对语言的学习,更是对文化的学习。

教学目标:1。

让学生通过阅读文章去了解不同的文化、不同的身势语。

同时,在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。

2. 身势语是传递交际信息的非语言手段。

帮助学生了解由于文化差异所带来的身势语的变化,减少在跨文化交际中产生的误解。

教学重点和难点:1。

了解不同文化中的身势语的不同含义。

掌握略读、查读、猜生词及推理判断等阅读方法和技巧。

2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。

教学过程：Step 1 Leading—inT: Let’s enjoy a video about ” The Gold Rush" again.T： How do you think the character express his feelings?S：T： Yes， sometimes gestures and body language can help us to express ourself， too。

教案2课题Unit 2 Body language 课型Reading备课时间1 period教材分析教学目标1.The students can get the main idea of the passage.2.Their ability of reading and cooperation istrained .教学重点The comprehension of the passage教学难点Some difficult words and expressions教学关键Kn ow how to use your body language to communicate with others. 教法与学法指导Reading competition, cooperation, self-study.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题Step one: Free talk :What body language do youknow ?1.show some bodylanguages in class1. show somevideos aboutbody languagesfor stud ents toimitate .1.To aro usethe interest andlead them toget into thetopic aboutseasons5第二环节观察操作、探索归纳平移的作法Step two:Step three: while-reading.Reading comprehension.2. Read after the MP3and imitate theintonation of the MP33. answer thequestions accordingto the text and findsome detailed2. play the Mp3of the text andlet studentsfollow thereading3. show thequestions on asheet like : a.Why did the2.To make themget familia rwith the detailsof the text andtrain theirability ofreading3. Train thestudents’ability to getsome detailed25Step four: Discussion information.4. Why bodylanguages areimportant to us in ourdaily life?well-dressedwoman chooseDebbie? b. Whatbody languagedid Simon learnto use?c. Who is thebeautiful girl ?d. Who is MrYang?4. Divide studentsinto groups andgive some tips forthem to discuss thequestions.Thenchoose one to givea report about thequestion.informationwhile reading apassage and makestudents readthe textcorrectly.4.Provie thechances tostudents to showthemselves andpracticespeaking第三环节课堂练习Step five: exercise 6.Finish theexercise in Part Cand D6.Help them tofind the detailsin the text.6. To t rain thestudents’readingability .5第四环节课时小结step Six: Sum up 7 Sum upHow to use the bodylanguages to help youto communicate withothers in your dailylife.7. Show a PPT tosum up : Thei mportance ofbody languages7. Prepare forthe writing5第五环节课后作业 Homework 1. Read the textfluently2 write a passage totalk about th eimportance of the bodylanguagesHand out asheet whichcontain therequest ofwriting thepassageStrengthen thecomprehensionof the text.课堂教学流程Free talk --- Preparation ---Reading competition ----- Discussion---Homework .效果评价与反思。

⽜津英语8AUnit2教案设计⽜津英语8AUnit 2教案设计Unit2 School life主备⼈：赵⽟琴Period 1 Comic strip and welcome to the unitTeaching aims and demands:1.Talk about the school life and review the words about school life.2.Learn different words which mean the same thing between British Englishand American English.3.Learn the differences between British English and American English. Teaching difficulties and importance:1.Grasp the spelling of British words and American words such as lift andelevator, post and mail, film and movie, football and soccer, and so on.2.Know the differences between British English and American English.3.Grasp the words: British, lift, post, eraser, fall, elevator, math, movie, soccer4.Grasp the phrases: be smarter than, be like doing5.Grasp the sentences: Why don’t sb do sth?=Why not do sth? What’s schoollike?Teaching preparation:pictures, recorder, computer, and the flags of Britain and EnglandTeaching steps:Ste pⅠLead-inT: Do you like our school? / What do you like?How many subjects do you learn? / Can you tell me some names of them? S: Chinese, Math, English, PE, Geography, etc. (Encourage the Ss to say more about it.)T: Good. Is there another word for Math?S: Yes. Maths.T: Great. Maths is Math. Maths is British English. While Math is American English (write on Bb)Ste pⅡPre-task (Welcome to the unit)Show the flags of the UK and the USA. Tell them that people speak English in both Britain and the USA , but sometimes they use different words which mean the same thing.T: I know many boys like playing football.Do you know what it says in American English?S: Soccer.(Write on Bb)Do you know the same use of other words? Please give me some examples. Write other right answers of the students on the Bb.Teach the students the new words:BE=British English AE=American EnglishBE autumn lift football maths rubber post groundfloor secondary schoolAE fall elevator soccer math eraser mail firstfloorhigh schoolSte pⅢWhile-taskTask1 Practise the new words more. Pay attention to the pronunciations and spelling.Task2 Finish Part A on Page 23. Teacher can give more words, such as sweetsand candies, holiday and vocation, biscuit and cookie and so on.Task3 Write down both the British and American words, then finish Part B.Ste pⅣDifferent spellings(1)Say: There are also some differences in spelling between British English andAmerican English. Make a table and write down some words. E.g. favouriteand favorite, centre and center.(2)Ask Ss to find more different words means the same thing and differentspellings after class.Ste pⅤComic stripsDo you remember Hobo and Eddie? They are talking about school life.Listen to the tape and answer : What does Eddie think of the school life?Listen again and read after it.Point out: Why don’t you do sth?=Why not do sth?be smarter than, be like doing sth, there be, few/a fewLook at the picture and practise the dialogueAct the dialogue in groups and pairs.Ste pⅥFree talk about Ss’ ideal schoolWhat do you like more about school, the assembly, the classes, lunchtime or theafter-school activities? Do you like outdoor activities? Do you like fewer lessons?Do you like the lessons on the Internet? Talk about the above questions in groupsand then make a report.Ste pⅦPost-taskFill in the blankets with American English:It’s my first day in high school. I felt a little tired, but I had a good time.Our classroom is on the_______ (ground/first) floor. So we don’t needan_______(lift/elevator). I like to go outside playing________(soccer/football) after class. It’s my_________ (favourite/favorite) sport. Today we had 6 classes.I still found________(maths/math) was too difficult for me. But the new classmate next to me helped me work out a difficultproblem.Ste pⅧ. Homework(1) Try to remember the new words and drills.(2) Finish the exercises.(3) Preview the next lesson.Period 2 Reading (1)Teaching aims and demands:1.Know the school lives in British school and American school.2.Learn to read and understand the article with different ways of reading.3.Learn how to understand the writer’s opinion.Teaching difficulties and importance:1. Know the meanings of the new words: mixed, together, subject, myself, tasty, meal, guy(s), twice, softball, practice, buddy, senior, hero, close, article, admire2. Understand the meanings of the phrases: in Year 8=in Grade 8，a mixed school, Home Economics, learn how to do sth, do sth for oneself, cook healthy and tasty meals, bring in, a Reading Week, the end of sth, as well, take a bus, twice a week, spend time doing sth, learn about, help sb with sth, each other, have a great time doing sth.3. Can use this sentence: What does the word ‘hero’ mean?It means someone you admire very much.4.Catch the main information about Lives in a British school and an Americanschool.Teaching preparation: recorder and computerTeaching steps:Step I. Lead-in(1) Review the British and American words in different forms.(2) Act the dialogue between Hobo and Eddie.Step II. Pre-taskUse the pictures on Page 26 to teach some new words.Ask: What are they doing in the pictures?(Reading Week, driving lesson, Home Economics class, lunchtime, buddy club, softball game)Step III. While-taskT: Eddie thinks school is like watching TV. Now John and Nancy are talking about their lives in school. Let’s see if it is like watching TV.Life in a British schoolTask 1 Read Paragraph 1 and answer:1. What grade is John in?(In Year 8.)2. Is it a school for boys? (No, it’s a mixed school.)3. What’s his favorite subject? (Home Economics)4. What can he cook? (Healthy and tasty meals)Task 2 Listen to the tape and read after it.Use Questions 1-4 to sum up Paragraph 1.Task 3 Read Paragraph 2 and answer:5. Does he have a Reading Week every year?6. What books can they read ?7. What can they do near the end of the reading class?8. Why does he think the reading week is too short? Point out: as wellTask 4 Listen to the tape and read after it.Use Questions 5-8 to sum up Paragraph 2.Point out: I like learning how to cook and sew.We can even bring in books and magazines from home. Task 5 Practice the new words and phrases more. Read John’s composition together/by themselves.Try to sum up the whole article.Life in an American schoolTask 1 Read Paragraph 1 and answer:1. How old is Nancy? Where does she study?2. How old is her brother? What did he learn last year?3. Is it great that Denver drives her to school? Why? Task 2 Listen to the tape and read after it.Use Questions 1-3 to sum up Paragraph 1.Task 3 Read Paragraph 2 and answer:4. How often does she play softball? (Twice a week.)5. Where does she go every Monday? ( A buddy club.)6. Who is her buddy? (Teach: senior)What can they do there?7. What does Nancy think of Julie? Why?Task4 Listen to the tape and read after it.Use Questions 4-7 to sum up Paragraph 2.Task5 Read Paragraph 3 and answer:8. Does she have a good time during lunchtime?9. What do they sometimes do after school?Task6 Listen to the tape and read after it.Use Questions 8-9 to sum up Paragraph 3.Task7 Read Nancy’s article by themselves and try to sum it up.Step IV. Post-taskTask 1 Finish Part B1 on Page 25.Task 2 Finish Parts B2 and C1 and check the answers.Point out: tell sb about sth, during lunchtime, in 12th grade. What does the word…mean?Step V. Homework(1) Read the two articles carefully and try to sum them up.(2) Finish the exercises.Period 3 Reading (2)Teaching aims and demands:1.Can grasp the words, phrases and language points of the two articles.2.Can retell the lives in a British school and an American school. Teaching difficulties and importance:1.Some important language points.2.Retell the two articles completely.Teaching preparation:ComputerTeaching steps:Step I. Warm-upTry to memorize the main idea of John’s and Nancy’s articles according to the table.Who? John NancyWhere ? (Woodland School, near London) (Rocky Mountain High School,Denver)What? (Home Economics) (Reading Week) (Softball.)(The ‘buddy club’) When? (Every year) (Twice a week.)Every Monday) Why? (Because he likes learning to cook and sew.)(Because he can read anything he likes.) (Because she loves the game.) (Because she enjoys it a lot.)Step II. Language points1. Year8 (the Eighth Year) = Grade 8 (the Eighth Grade)2. mixed adj. a mixed school mix v. Oil and water will not mix.3. how to do things for myself (反⾝代词, 我⾃⼰,独⾃做某事)疑问代词who, what. which等和疑问副词when, where, how等加动词不定式,在句中作主语、宾语、表语等成分.E.g. Where to go is a question.(作主语)The question is how to learn English well.(作表语)I know where to find the boy.(作宾语)4. tasty adj. The food is tasty.taste link.v. The food tastes good. n. The food has a good taste.5.as well, also, too, either, as well asa.as well 副词短语,多⽤于⼝语,只⽤于句末. He is a teacher and a writer aswell.b.also 较正式,不⽤于句末,⽤语肯定句中. He also plays football.c.too 多⽤语⼝语,通常在句末,也可在句中. He is a worker, too.d.either ⽤于否定句中,通常在句末.Yesterday I didn’t watch TV and I didn’t see the film, either.e.as well as ⽤于肯定句中,意为“既……⼜……; 不仅……⽽且……”,起连接作⽤.He gave me clothes as well as food.6.have a great time talking to each otherhave a great/good time doing sth.=have fun doing sth.E.g. Mary had a god time dancing at the party. We have fun learningEnglish.Step III. Reading and retellingTask 1 Read the articles together.Task 2 Fill in the blankets according to John’s composition.John was in _______ at Woodland School near London. It’s a _____school. His favorite subject is ________________.So he can cook healthy and ___________meals now. His school has a_______ week every year. He and his classmates can read books from the school library. And they can also ________ in books and_________ from home. The reading week is too ______ because he wants to read others’ books __________.Task3 Fill in the blankets according to Nancy’s composition.Nancy is 14 years old. She is in 9th g____ at Rocky Mountain High School. Her brother Denver had d______ lessons last year. It’s great for her because he d______ her to school every day. It’s f_____ than taking a bus. She plays s_______ twice a week. She spends lots of time p____________. Every Monday she goes to a b____ club. Her buddy is Julie. Julie h____ Nancy learn all about her new school. She helps Nancy with her homework and listens to her p_______. Nancy thinks Julie is a h____. During lunchtime, she has a good time t________ with her friends. Sometimes, they go to s_______ malls after school.Task4 Read the two parts by themselves.Task5 Retell John’s life in a British school and Nancy’s life in an American school.Step IV. HomeworkTask1 Translate the sentences into English.1、我最喜欢的科⽬是家政。

Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。

“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。

【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】a．身势语的中外文化的区别及其动作的正确表达。

b．学生课外查阅资料的能力培养。

【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标a．充分发挥情感教学的优势。

b．加强学生的团体协作意识。

c．了解东、西方文化的区别。

【教学方法】1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】英语作为基础教育课程之一，历来备受重视。

面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。

然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。

高一下 Unit 21 Body Language一、教材分析（一）教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。

本单元的绝大部分内容都围绕这一中心话题展开的。

“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。

“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。

“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。

激发学生进行阅读的欲望。

“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。

全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.“读后”(Post-reading)部分设计了两种练习。

Unit2 Body languageDebbie and Simon are students. They both have part-time jobs at a travel company.A Well-dressed lady entered the office. She looked at Debbie and Simon, and then walked over to Debbie. Debbie gave her a cheerful greeting. “What’s the matter?” Mr Yang asked.“People always choose choose Debbie instead of me. I don’t understand.”“I do. It’s the way you communicate.”“ How can that be?” Simon asked. “I don’t get a chance to speak.”“Communicating is more than just speaking. Your body language is important too.”“Body language?”“It’s the way you stand and sit. It’s your gestures and the expression onyour face. Your whole appearance communicates things. You don’t give people a good impression, Simon. You look down, you never smile and you on’t turn your head towards them.“Look at Debbie. She’s holding her head up. She he always smiles and looks friendly. Her body language is making people feel welcome, so they go to her for help.”Simon decided to improve his body language. He sat ut up straight and tried smiling at people. Minutes later, a beautiful girl entered. She walked over to Simon. A few moments later, she left with a smile.Mr Yang came over at once and said, “You made a good impression on her, Simon.”“That was my sister, “said Simon. “She wanted to remind me that that tomorrow is her birthday.”。

高中高二下册英语Body language教案格式教案格式如下：教案标题：Body Language教学目标：1. 了解并学习有关身体语言的常用表达；2. 能够理解和运用身体语言以有效地交流；3. 发展学生的观察和分析能力。

教学内容：1. 身体语言的定义和重要性；2. 常见的身体语言表达；3. 身体语言在不同文化中的差异。

教学步骤：1. 引入：通过一个短视频或图片展示不同的身体语言，让学生猜测表达的含义，并与他们讨论身体语言在交流中的重要性。

2. 学习：给学生提供一份身体语言表达的列表，包括手势、面部表情、姿势等内容。

让学生阅读并理解表达的含义，并模仿和实践这些表达。

3. 练习：以小组为单位进行练习，让学生在一定情景下运用身体语言进行交流，例如模拟进行商务谈判、面试等情景。

4. 分析：让学生观察和分析不同文化中的身体语言表达方式的差异，并进行讨论。

教师可提供不同国家或地区的案例来引导讨论。

5. 总结：总结本节课的学习内容，强调身体语言在交流中的重要性，并鼓励学生在日常生活中积极运用身体语言进行有效交流。

6. 家庭作业：布置作业，让学生以小组为单位制作一个关于身体语言的海报或简短视频，展示他们学到的知识和运用。

教学资源：1. 视频或图片展示不同的身体语言；2. 身体语言表达的列表；3. 不同文化中身体语言差异的案例；4. 学生小组制作海报或简短视频的材料。

评估方式：1. 平时表现：观察学生在练习和讨论中的表现，包括是否能够准确运用身体语言进行交流以及是否能够分析不同文化中的身体语言差异；2. 作业评估：评估学生小组制作的海报或简短视频，包括内容的准确性和创意性。

备注：教师在教学中应注意引导学生尊重不同文化中的身体语言表达方式，并避免对某种表达方式进行刻板印象或歧视。

1:part-time job 兼职工作2:travel agency 旅行社3:be at work在工作4:look up抬头看；查阅5:glance at扫一眼6:stare at盯着看7:walk over to走到… 8:prefer…to宁愿…而不愿9:body language肢体语言10:get a chance to do sth. 得到机会做某事11:make a good impression on留下好的印象12:hold up抬头；耽误13:decide to do sth. 决定做某事14:smile at sb. 对某人微笑15:at once=right away 立刻，马上16:remind sb about/of sth提醒某人某事17. Think it over. 考虑18:agree with sb同意某人的意见19:work as+职业：做什么职业20:one another互相（三者以上）21:during the summer holidays22:instead of代替，而不是23:look down往下看，蔑视24. be angery with sb.【注意区别】1）what does she look like?用来询问一个人的外貌长相是怎么样的，表达外貌时，描述特征时用主系表结构，人体部分描述的谓语用have/has连句子。

如---What does Jim look like?吉姆长得怎么样？----He is very thin and tall. He has short hair.拓展---what is Lucy like? 露西性格怎么样？（what’s …like? 人怎么样）----She's very friendly. 她很友好。

2）That lady told him how to send it in the fastest and cheapest way.tell sb to do sth告诉某人去做某事。

沪教版初中英语八年级下册Unit 2知识点梳理Unit 2 Body language【词汇精讲】1. acceptaccept是动词,意为“接受,收受”。

例如:She accepted his flowers happily. 她高兴地接受了他的花。

【拓展】receive和accept的辨析:（1）receive和accept都有“接收”的意思。

receive表示客观上收到,而accept表示主观上接受。

I received his invitation but did not accept it. 我收到了他的请帖,但并没有接受他的邀请。

（2）receive通常指被动地“收到”或“接到”,而accept则指主动地“接受”。

We haven't received his letter for a long time. 我们很久没有收到他的来信了。

She offered him a lift and he accepted (it). 她请他坐她的车,他接受了。

（3）表示“接见、接待”时,要用receive而不用accept。

She was warmly received.她受到热情接待。

2. messagemessage 意为“消息,信息”。

take a message 意为“捎个口信”；leave a message 意为“留个口信”；send a message 意为“发送信息”。

例如:Can I take a message for him? 我能给他捎个口信吗？He sent a message to me yesterday. 他昨天给我发了一条信息。

【拓展】辨析information, news与messageinformation 表示通过打听、观察及学习获得的资料。

news是不可数名词,意为“消息,新闻”,指通过广播、电视及报纸报道的事。

message是可数名词,意为“口信,消息”,指通过口头或笔头传递给他人的消息。

Unit 2 Body language【第二课时】【教学目标】1．认知目标：听懂一段有关芭蕾舞介绍的演讲。

2．能力发展目标：（1）预测要填写的单词及词性的能力。

（2）巩固提取和记录关键信息的听力技能。

3．情感目标：能在日常生活中理解别人的肢体语言和使用得体的肢体语言。

【教学重难点】巩固提取和记录关键信息的听力技能。

【教学过程】（一）活动1：Pre-listening: get students to talk about ballet.1．What did you do during the break?2．Do you like dancing? What dance do you know?Jazz tango waltz hip-hop belly dance pole dance cha cha dance Square dance modern dance ballet3．Do you like watching ballet? Let's enjoy a video. Can you say a few adjectives to describe the movements of ballet?Beautiful elegant light smooth flowing noble special4．Guess what we are going to listen to?History of ballet how to be a ballet dancer...（二）活动2：While-listening1．While-listening（1）Listen to the speech and answer the questions.①When and where did ballet start?②How many ballets are mentioned in the speech?2．Listen to the speech about ballet and complete the notes below. Write one word in each blank.BalletDancers use（1）______________such as steps, gestures and the expressions on their faces to tell stories. This type of dance started in（2）________ Europe in the（3）______ century. Swan Lake is one of the most（4）_______ballets in the world. The dancers move their arms like（5）________ and move their necks like the（6）__________of swans. Ballet dancers star training at an（7）________early age. The dancers use their（8）_______ to communicate messages.3．Skim through the text.4．Predict the words:Listen for the first time. Just listen don't write anything.2nd time. Write down the words.3rd time. Check your answers.5．Note taking.（三）活动3：After listening1．Discussion: Do you think ballet is the language of dancers? Why or why not?2．信息转述：根据所听到的内容和思维导图提供的信息，转述材料。

【人教版新目标】英语八年级下册Unit2
单元教案
教学目标
- 通过本单元的研究，学生能够掌握有关时间的表达方式和问时间的方法。

- 学生能够使用现在进行时表达现在正在进行的动作。

- 学生能够运用所学内容进行实际交际。

- 学生能够阅读、理解和撰写与时间有关的文本。

教学准备
- 教材: 《人教版新目标英语八年级下册》
- 多媒体设备
- 黑板、白板或投影屏幕
- 学生练册和作业本
教学过程
导入
1. 利用一些图片、视频或实物引起学生对时间的关注，激发学生的研究兴趣。

规范研究
1. 引导学生研究本单元的词汇和短语，对其进行拼读、理解和运用练。

2. 让学生听录音和跟读对话，掌握现在进行时表达现在正在进行的动作。

拓展研究
1. 带领学生进行交际练，让他们能够用英语问时间和回答时间的问题。

2. 分组进行对话练，加强学生的口语表达能力。

提升研究
1. 给学生分发阅读材料，让他们阅读并回答相关问题，加深对时间概念的理解。

2. 引导学生进行写作练，让他们写一篇短文描述自己一天的日常活动。

教学评估
- 通过学生的课堂表现和活动练，以及书面作业的完成情况来评估学生的掌握程度和进步情况。

教学延伸
- 建议学生在课后进行相关的阅读和听力练，加强对时间的理解和运用能力。

参考资源
- 《人教版新目标英语八年级下册教材》
- 互联网资源（如图片、视频、文章等）。

单元整体教学设计表二：单元大观念：主题大观念小观念1：了解肢体语言及其在日常交际中的重要作用小观念2: 了解肢体语言在不同文化背景下的不同含义小观念3：根据已经设定的情境，撰写提醒式便条单元大观念：引导学生了解相同或相近肢体语言在不同文化交际中的含义，关注文化的异同，在日常交际中注意并理解他人输出：撰写一份报告陈述肢体语言在日常交际中的重要性、简单比较中西方对于同一肢体语言的不同含义。

输出：将自己的肢体语言与某位同学的肢体语言进行比较，就肢体语言的使用提出建议。

输出：写一篇演讲稿并演讲，介绍眼神交流在不同国家和地区含义上的区别。

输出：根据已设定的情境，独立撰写一份便条。

Reading：阅读一则发生在旅行社中的有关不同肢体语言给顾客留下不同印象的故事；Grammar：介绍动名词的基本概念和构成以及动名词作主语和宾语的用法。

Speaking：讨论常见姿势的含义Culture corner:了解世界各国不同的问候方式。

More practice:了解眼神交流在不同文化背景下的不同含义。

Listening:了解舞者的肢体语言—芭蕾舞。

Writing：了解便条的基本格式，并撰写一则提醒朋友准时赴约共赏芭蕾舞的便条。

核心素养的综合表现：学生能够运用所学目标语言介绍不同的肢体语言以及其意义；并能评价他人及自己行为举止中得体或需要改进的地方，同时能提出改善的建议。

学情分析（一）自然情况本单元围绕“肢体语言”这一话题，以“肢体语言”的含义及其在日常交际中的重要作用为主线，开展教学活动，了解肢体语言。

符合Module 1 Social munication 这个话题的内容探究，以及八年级学生对知识的汲取需求。

（二）已有基础语言大观念小观念1：围绕语义整合性学习词汇和表达方式小观念2：围绕本单元所学目标语言点，写一封感谢信，感谢寄宿家庭提供的帮助。

肢体语言对于日常交际的影响描述方式语篇结构 了解不同的肢体语言Body language, lady, munication,meaning, gesture, bored, sit up, take place, parttime, hold, welldressed, sigh, matter, later,appearance, remind, impression, towards, make a good impression onballet, neck, cross, nod, shake, sure, contact, eye contact, while, understanding, Asian, Westerner, lie, cause, either,especially, stranger, impolite1. 主题：This is to remind you about…2. 时间和地点：I’ll meet/wait for you + place + time.3. 注意事项： •Don’t forget to… •Remember to … experience…1. Start with a greeting. (e.g. Dear)2. Talk about the topic in the first sentence.3. Give the message clearly in a few words.4. End with a friendly word or phrase. (e.g. Best wishes)。

Unit 2 Body LanguageLesson 1▲短词归纳body language 肢体语言go forward 向前走shake hands 握手hi, there 你好wave at 向……挥手point at 指向look like 看起来像go over 复习；过去■重点难点全讲1．shake hands 握手shake hands with sb.= shake sb. by the hand = shake one’s hande.g. In China, when people meet together, they like shaking hands. 在中国，当人们见面时，他们喜欢握手。

2．wave(1) n. 可数名词：波，波浪，挥手e.g. ①The waves were beating on the shore. 浪涛拍岸。

②She gave a wave as she left the house. 她离开家的时候挥手告别。

(2) v. 摇，挥动，挥手告别wave at/ to sb. 向某人挥手e.g. ①Martin waved us goodbye. 马丁向我们挥手告别。

②She waved at him. 她向他挥手。

3．point(1) n. 可数名词：尖，尖端，特别，分数，意义，目的e.g. Do you have a pencil with a sharper point? 你有更尖一点的铅笔吗？(2) v. 指，指向，point at 在近距离的情况下使用，除去明确的位置外，通常有不礼貌的含义；point to / toward指由于距离比较远而指出方向，明确位置；point out指出要点或错误e.g. ①He pointed at the book he wanted. 他指着他想要的那本书。

②He pointed to the house on the other side of the river and said:“That’s my home.”他指着河对面的房子说：“那是我的家。

【听力训练】I。

听句子，写单词，句子读两遍。

1.Reading a story about using in communication。

2.I gave my mother a .municating is more than just .4.The girl always and looks 。

5.The bot made a good on us.二、听短文，回答问题，短文读两遍。

Unit 2 Body Language一．单项选择1.（2013.广州中考）could you say it again? I can’t understand you are talking about. A。

how B. when C. what D。

which2.We his invitation and went to his party.A。

rejected B. accepted C. won D。

received3.Miss White isn’t in now. Shall I take a ?A。

news B. message C。

notice D。

plan4.Hearing the bad news， he made a of disappointment。

A. signB. gestureC. messageD. symbol5.I haven’t had a chance the movie.A。

see B. to see C. seeing D. Saw6.I’ll tell you about this thing 。

A. late B。

before C。

later D。

in7.This photo reminds me my school days。

A. of B。

at C。

to D.in8.In order to change attitudes employing women, the government is bringing innew class. A. about B。