高中英语第一册（下） 说课材料8(人教版高一英语下册说课)

下面就是小编给大家带来的高中英语第一册（下） 说课材料8(人教版高一英语下册说课)，本文共4篇，希望能帮助到大家!

Unit 15 The necklace

湖州中学：徐桂芳

一、教材分析

1、教材内容分析

本单元的中心话题是“drama and theatre”(戏剧)，整个单元中各个板块有关话题的设计及语言材料的选编都是紧扣这个中心话题的，看图想象戏剧--听戏剧--根据情景编戏剧--学习和欣赏戏剧--编写和表演戏剧，环环相扣，中心突出，而且戏剧又是当今人们生活的娱乐方式之一，戏剧的素材来源于生活；它是当时人们生活和思想的反映，这样可以让我们学到生活中的真正语言。同时戏剧又是艺术的一种形式，具有丰富的想象性和创造性，通过学习戏剧，引导学生编写戏剧再到让学生表演戏剧，整个过程也是促使学生“拓展思维，开阔视野、发展心智”的过程，看图想象、根据情景编戏剧等活动给学生独立思考、大胆想象、发挥其创造性提供了大量的空间，有利于培养学生的创新能力和想象能力。本单元的内容贴近现代生活，富有较强的时代气息，是生活和艺术的高度结合和统一，这也是本套新教材的重要特征。

Warming up部分设计了三幅图画让学生编演一个故事或戏剧。这样的练习是旧教材所不具备的。这一设计主要是为了启发学生思考，提倡创新，给学生提供思维和想象的空间。教师可以通过一系列 问题的设置来引导学生想象和猜测图画中的内容，诱发学生打开话匣子，引出本单元的中心话题“drama and theatre”。在师生交谈的过程中“学生必然会用到以前所学的一些情态动词。这样自然就把本单元的语法教学也渗透其中。listening 部分提供了一个生活短剧（共三幕），每一幕都设计了一个“clue”来引导学生解决“mystery”，戏剧情节层层推进，引人入胜，为下面戏剧的编演奠定了基础；Speaking则提供了三个Situation: 1).The Secret of the Black Tower; 2). The Mysterious Box; 3).A Funny Thing Happened on the Way to School 并要求学生编演戏剧，让学生成为主体，充分拓展学生的思维、展示他们无限的想象力；Reading的内容是节选于法国著名作家莫泊桑的作品《项链》，整个故事围绕着Mathilde从她朋友 Jeanne那里借项链、丢项链和还项链而展开的，故事的内容引人入胜，故事的结尾耐人寻味，给读者提供了充分的想象空间。它是19世纪法国人们思想和生活的反映。作者采用了倒叙手法更能引起读者的注意力。老师可以通过引导学生学习戏剧的形式特征、总结和归纳戏剧的中心内容、分析和挖掘戏剧中人物的思想感情，从而帮助和指导学生掌握戏剧的表演艺术，有利于学生创造出丰富多彩、形式多样的戏剧体裁。Writing部分通过老师和学生之间的课堂交流，自然过渡到写作部分。阅读材料中的师生交谈提供了两个戏剧素材，学生可以根据这两个故事来编写戏剧，也可以想象出类似或不同的戏剧。戏剧的内容丰富多彩，戏剧的形式多种多样，真正体现了戏剧“百家争鸣，百花争放”的特点。老师可以结合课文后面的问题进行讨论，充分调动学生的积极性，帮助学生寻找生活中的素材来编写各种各样的戏剧，从而培养和提高学生的综合能力。

2、教学重点、难点

重点：1).本单元的重要词汇：tire, dormitory, recognize, diamond, ball, jewelry, franc, continue, lovely, debt, precious, positive, besides, outline, quality, call on, bring back, pay off

2).本单元的语言功能项目(Function): Ask for permission & Ask about possibilities 。

May I know what happened?

Surely you can tell an old friend.

It can’t be true.

Could you please explain?

We couldn't find it ;It was lost.

Can’t you just wear a flower instead?

Excuse me. I’ve lost a case. I wonder if it’s been found.

Maybe I could ask….

3).本单元的语法项目：情态动词表示对现在的推测的用法。

The use of Modal Verbs-must, can/could/may/might

难点：1、学会分析和挖掘戏剧中人物的思想感情。

2、学习编写戏剧和表演戏剧。

二、教学目标

1、知识目标：

1).学习并掌握本单元的单词、词组和句型，同时学会掌握一些表达“请求允许和表示可能性”的交际功能用语，以及情态动词 must, can/could, may/might等表示对现在的推测的用法。

2).学习掌握一些与戏剧有关的词汇：如: plot, costume, setting, stage directions, stage properties, comedy, tragedy, mask, rehearse等。

2.能力目标：

1）听：学会听戏剧，抓住戏剧中的时间、地点、人物和线索的关键词。

2）说：学会根据情景或图片用英语编演一个简单的短剧，并能用戏剧的形式自如地进行角色对白和表演

3）读：学习掌握跳读、略读、细读、概括和分析等阅读技能，掌握戏剧的基本特征，分

析和挖掘戏剧中人物的思想感情。

4）写：通过戏剧的学习、讨论以及收集材料，让学生根据情景或图片并结合他们来编写戏剧。

3.情感目标：

1).通过设计一些情景或提供各种图片，激发学生的学习兴趣，在英语情景学习和讨论中使学生的情感得到充分的体现；在课堂教学中突出了以学生为主体的学习地位，充分发挥学生的个性，培养了学生的创造力和想象力。

2).通过阅读课文，分析和挖掘课文中人物的思想感情，让学生了解当时资本主义虚伪的一面以及Mathilde 为自己的行为所付出的沉重代价，使学生树立起正确的审美观、人生观和价值观。

3).通过戏剧的编写和表演，培养学生相互合作的团队精神；同时学生要善于观察、收集生活中的戏剧素材，使其情感在戏剧中更加真实地得到体现。

4.教学策略：

1).开放式教学策略。以有限的课堂为载体，给学生提供足够的空间，充分发挥学生的想象力，培养学生的创新能力.如:brainstorm, role playing, given situation, acting 等活动。

2).任务型活动策略。在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。

3). 循序渐进和梯度分明的教学策略。教学活动由易到难，由简到繁，给有困难的学生搭建一个平台，让学习有能力的学生“跳一跳”摘到果子。

5.学习策略：

1).在学习中借助联想，根据情景等非语言信息进行理解和表达。

2).在听、读过程中，能根据情景和上下文猜测词义或推测每一幕的大意。

3).能根据所接触语言材料中的语言规律加以总结和归纳。

4).利用图书馆和网络上的学习资源，尝试阅读英文戏剧；结合所学知识，改编课本剧及编写反映自己学习、生活的小短剧，扩展所学的知识。

6.文化意识：

1).学习和了解中外一些有名戏剧家的成长经历、成就和贡献。

2).通过学习、分析世界著名的戏剧作品，培养学生的世界意识。

3).通过中外戏剧作品的对比，加深对中国戏剧艺术的理解。

三、教学原则

1.以任务型教学作为课堂教学的设计理念，强调教学方法的灵活性和多样性。具体采用情景教学法(Situational Approach)、整体语言教学法(Whole Language Teaching)和交际法(Communicative Approach)等教学方法，学习者通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习既富有成效，又多姿多彩。

2.在教学中坚持以“教师为主导，学生为主体，任务为基础”的教学原则，教师可以通过实物投影、图片展示、自由交谈、游戏竟猜和戏剧欣赏等多种教学手段来激活学生的学习兴趣，充分发挥学生的主体作用。

3.贯彻“教中学，学中用”的教学策略，通过戏剧的表演使学生学到生活中真正的语言。

四、教学设计与安排

整个单元拟用五个课时来完成，每个课时目的明确，任务具体，能力取向明朗。

第一课时是Warming up and listening.能力重点是Listening to a short play.在设计任务时有意引导学生利用warming up中的三幅图编一个短剧，让学生了解有关戏剧的大致框架。首先老师可以设置一些问题来引导学生谈论这三幅图画：e.g.. What’s the old man/the two

young people? etc.学生在回答这些问题时自然会用上一些初中时所学的情态动词，这样就巧妙地把本单元的语法（情态动词表示对现在的猜测）也融入其中；然后把学生分成三组进行讨论，并在小卡片上写出每幅图的背景、时间、地点和人物，每组根据刚才所谈论的图画各编一幕小短剧，在完成戏剧的编写和表演的同时悄悄地接近了本单元的中心话题drama and theatre。当学生表演完之后老师自然会问“What do you think of their plays? Would you like to listen to a mysterious play?”这样就自然过渡到listening。教师可以

设计下列表格帮助学生理解听力内容：

Scene Time Place Characters Clue

1

2

3

最后让学生根据表格内容复述这三幕短剧，使语言知识由输入再到输出，进一步提高学生的语言运用能力。

第二课时是Talking and speaking，能力重点是Speaking。通过呈现一些有关Shakespeare’s theatre的图片或播放几幕沙剧的镜头，使学生对戏剧的形式有了进一步的了解，拓展词汇，丰满语言，掌握一些必要的戏剧知识，为下面戏剧的排演作好铺垫。然后把学生分成四组，每组根据所给的Situation进行讨论并编一个小短剧，接着便进入Role play这一任务。老师指导学生使用必要的舞台道具，配上恰当的舞台说明，使学生兴趣盎然，灵活自如地运用所学的语言，最后通过问题Do you agree life is like theatre? 的讨论，把学生引入中心话题drama and theatre的思索，要求学生在思索之后上网阅读一些优秀的戏剧作品，查阅一些著名的中外戏剧家，为下一节阅读课作好准备。

第三课时是Reading,能力重点是教学生如何欣赏戏剧(How to enjoy a drama).通过两个问题的讨论及A quiz，把学生引到课文The necklace上来。通过Skim让学生找出戏剧中How many characters and scenes,然后再进行Careful-reading,并概括出每一幕的大意，接着让学生分组讨论并完成下列表格的填写，

Scene Three features of a play An outline of the plot

1 Time: one afternoon, 1870

Place: in a park in Paris

Characters: Mathilde and Jeanne ●… remind M of the necklace.

2 Time: one day ten years ago

Place: in the home of Mathilde

Characters: Mathilde and her husband Pierre ● … decide to borrow the necklace.

3 Time: one afternoon, 1870

Place: in a park in Paris

Characters: Mathilde and Jeanne ● …borrow the necklace.

● …lose the necklace.

● …return the necklace.

使学生进一步掌握戏剧的特征，捕获戏剧的主要故事情节，老师通过引导学生分析和挖掘戏剧的人物思想，使学生学会如何欣赏戏剧，把情感教育融入英语课文的教学中，帮助学生树立正确的审美观、人生观和价值观。在对Mathilde, Jeanne and Pierre 的人物分析时学生畅所欲言，各抒己见，进一步巩固所学语言知识，达到真正运用语言的目的。接着让学生模拟戏剧中的人物进行Acting,把语言知识真正应用到实际交流中去，在表演中，学生自然会用上一些Asking for permission and ask about possibilities 的交际功能话语，然后通过以下四个问题的讨论,(1).What can Mathilde do next? 2). What can Mathilde say to her husband when she gets home? 3). What can Jeanne do next? 4). What do you think of the ending? )进一步拓展学生的想象力和创造力，使课文的学习得到升华,课后再让学生把对ending的讨论编成一个戏剧。

第四课时是Post-reading, Vocabulary&Grammar,能力重点是Grammar的情景教学。通过ending的表演及讨论，自然将语法教学融入情景当中。由于本单元从第一课时起学生已经在情景中自然用到了情态动词表猜测，而且这一语法始终贯穿在整个Unit的教学中，在此是让学生进一步运用和总结这一用法。在情景和语篇中学习新单词是词汇教学的重要法，通过Word Game这一活动让学生进一步运用和掌握本单元所学的词汇，同时也能复习定语从句这一语法项目。课后让学生根据图片，运用所学的情态动词编一个小故事。为了巩固所学的戏剧知识，教师可以引导学生把所学课文(SEFC1A,Unit4---Flood)改成课本剧，在学校艺术节之际开展课本剧评比活动，使语言知识活学活用。

第五课时是Integrating skills,集中体现各种能力，重点突出语言的使用能力。首先让学生讲故事和进行课本剧的表演-The rescue，戏剧的表演需要同学们之间的互助和合作，能增进同学之间的感情，学生因为学过这篇课文，因此能更好把握人物的思想感情和心理活动。学生可以运用这个单元所学的戏剧知识，结合自己的想象来编写戏剧，通过让学生把戏剧和现实生活进行对比，帮助学生寻找生活中的素材，进一步培养学生的观察力和想象力。最后建议学生向报社提供自己的戏剧故事，真正把所学知识用到实际生活中去，使得本单元主题得到升华。

总之，在进行本单元教学设计时，紧紧围绕drama and theatre这一主题，语法功能渗透在每一个情景教学中，思路清晰，条块结合，经纬连贯，主题突出；由听、说戏剧到欣赏和编写戏剧，能力结构分配合理，梯度适中，任务设计紧凑，教学难度循序渐进。

Teaching Plan for Unit 21 Body Language

Lv Deliang from Xinchang High School, Shaoxing

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。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。

“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。

“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。

“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。

“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引

导学生对本单元所学的词汇作一次小结。

（二）教学重点与难点

I. 动词-ing形式在句子充当主语、宾语、表语或定语

In many countries, shaking one’s head means “no” and nodding means “yes”.

We can learn a lot about what a person is thinking by watching his or her body language.

A good way of saying “I am full” is rubbing the stomach after a meal.

An old man walked into the waiting room with a walking stick in his hand.

II. 交际功能句型

如何提议和请求及其答语的句型

Can/Shall I help you with that?

Would you like me to …?

No, thank you. Thanks for all your help.

Could you please …?

Would you like some help?

Could you give me a hand with this?

No, thanks. I can manage it myself.

Is there anything else I can do for you?

Could you help me with …?

That’s very nice of you.

Do you need some help with that?

III. 重点、难点词汇词组

confused, avoid, go ahead, crazy, get through, tear down, occur

IV. 常用句型

Just like spoken language, body language varies from culture to culture.

There is nothing better than sth./doing sth./to do sth.

二、语篇分析：

Body Talk (P59-P. 60)

（一）课文图解

1. Read the text “Body Talk” and then complete notes about body language.

1) Generally, we can divide the whole text into three parts:

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.

2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)

GESTURES COUNTRIES MEANINGS

eye contact some countries a way to show that one is interested

other countries rude or disrespectful

a circle with one’s thumb and index finger most countries OK

Japan money

France zero

Brazil rude

Germany

thumbs up the US great or good job

Nigeria rude

Germany the number one

Japan

moving the index finger in a circle in front of the ear some countries crazy

Brazil You have a phone call.

（二）课文复述

Retell the text using about 100 words.

Notes:

1. Try to use the –ing form to retell the text.

2. Make use of the notes and table above while retelling.

3. The possible version below can be used as material for both retelling and dictation.

One possible version:

We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.

（三）德育渗透

Do in Rome as Rome does [as the Romans do].

[谚]入国问禁, 入乡随俗。

Manners make the man.

礼貌造就人。

Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

礼貌周到是使同我们谈话的那些人感到自在的艺术。

--（英作家）斯威夫特

（四）写作技巧

1、写作线索：

Raising the topic: communicating in body language (Paragraph 1) Interpretations of body language in different countries (Paragraphs 2-3) Universal body language (Paragraphs 4-5)

2、趣味说教

课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。

（五）优美句式

There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。

原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

e.g. There is nothing better than serving/to serve this great nation of ours.

There is nothing better than the encouragement of a good friend.

三、课时安排

Warming up Listening (WB)

Period 1 Period 2

Listening Speaking

Pre-reading Language study

Periods 3-4 Reading Period 5

Post-reading Grammar

Reading

Period 6

Writing

Teaching Procedure:

Period 1 Warming up & Listening

Step 1 Warming up

1. Brainstorm: the words of emotions/feelings of human beings

As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

Possible answers:

Picture 1: Confused; I don’t know what to do.

Picture 2: Angry; I can’t believe she said that! That is so unfair!

Picture 3: Sad; I’ve lost my wallet!

Picture 4: Happy; I got an A in my exam!

Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

Step 2 Listening

1. Pre-listening

Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

1) shake the head

2) wave the arms

3) stand with arms folded

4) … …

(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

2. Listening

1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

2) Listen to Part 1 again and do the rest two questions of Part 1.

3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

3. Post-listening

Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

Homework

1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

2. Preview the following lesson.

Period 2 Listening (WB) & Speaking

Step 1 Listening

Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

Step 2 Pre-speaking

Make some requests and ask/help students to answer and make offers, for example:

T: Could you give me a hand?

S: Yes, of course. What can I do for you?

T: Could you please clean the blackboard for me?

S: With pleasure.

T: That’s very nice of you.

(Teachers can also ask students to open/close the window, turn on the projector and so on.)

Step 3 Speaking

1. Language Input

Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

Useful expressions of making offers and requests

Can/Shall I help you with that?

Would you like me to …?

No, thank you. Thanks for all your help.

Could you please …?

Would you like some help?

Could you give me a hand with this? No, thanks. I can manage it myself.

Is there anything else I can do for you?

Could you help me with …?

That’s very nice of you.

Do you need some help with that?

Notes:

Is there anything else I can do for you? = What else can I do for you?

We use these two sentences offer help again when we’ve already offered help.

2. Practice

Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

Then get some pairs to act out the dialogues in front of the class.

Step 4 Useful Expressions --- Making offers/requests and responses

In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

Ways of making offers or requests Ways of replying to others' offers or requests

Acceptance Refuse

1.Can/Could/Shall I help you?

2.Would you like me to …?

3.Is there anything (else) I can do for you?

4.Do you want me to …?

5. What (else) can I do for you?

6. Let me do/carry/help … (for you)?

7. Would you like some …?

8. Do you need some help with …? 1. Thanks. That would be nice/fine.

2. That’s very kind of you.

3. Thank you for your help.

4. Yes, please.

5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.

2. Thank you all the same.

3. That’s very kind of you, but….

1. Could you please …?

2. Could you give me a hand with …?

3. Could you help me with …? 1. With pleasure.

2. Yes, of course. 1. I’m sorry, but …

2. I’d like to …, but ….

Step 5 Making up dialogues

Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)

help you with homework

help you with cooking a meal

show you how to use the typewriter go and buy some medicine

do the shopping

show you to the dining room

Example:

A: Would you like some help?

B: Yes, please.

A: Shall I show you how to use this electric typewriter?

B: Thanks. I haven’t used this one before.

A: Would you like me to type your composition for you?

B: No, thanks. I can manage it myself.

Step 6 Post-speaking

If time permits, get students to finish the task of talking in the workbook.

Homework

Prepare the task of talking in the workbook.

Preview the following lesson: Body talk.

Periods 3-4 Reading

Step 1 Revision

Check the homework of making up a dialogue in the workbook.

Go over the ways of making offers/requests and responses.

Step 2 Pre-reading

In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.

1. Who can tell us some ways of telling what one is thinking or feeling?

2. Do people from different parts of the world use different body language? What about people who live in different parts of China?

3. How do you communicate the following with body language?

Thank you! No. Yes. I don’t know. Come here!

Step 3 Reading

1. Scanning

Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

Para 2: Just like spoken language, body language varies from culture to culture.

(The same gesture has different meanings in different countries.)

Para 3: People in different countries show the same idea in different ways.

Para 4: Some gestures seem to be universal.

Para 5: Perhaps the best example of universally understood body language is the smile.

*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

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.

2. Reading

This part is designed to help students to get more detailed information of the text.

1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)

GESTURES COUNTRIES MEANINGS

eye contact some countries a way to show that one is interested

other countries rude or disrespectful

a circle with one’s thumb and index finger most countries OK

Japan Money

France Zero

Brazil Rude

Germany

thumbs up the US great or good job

Nigeria rude

Germany The number one

Japan

moving the index finger in a circle in front of the ear some countries crazy

Brazil You have a phone call.

2) Read the last part (Para 4-5) again and then try to answer some questions:

1. How can we communicate “I am tired” with the body language? And please act it out?

2. What does “rubbing one’s stomach” mean?

3. Why do we say “ the smile is a universally understood body language”?

3. Reading aloud

Listen to the tape of the text and make marks where they don’t understand.

4. Some language points

Discuss something that students don’t understand.

Possible notes:

1. Just like spoken language, body language varies from culture to culture.

vary vi. be different 变化, 不同, 违反

e.g. The weather varies from day to day.

The leaves of the tree vary with seasons.

* They never vary from the law of nature. 他们从不违反自然规律。

vt. to give variety to; make diverse 使变化，使多样化

e.g. To keep healthy, we’d better vary our diet.

2. And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

1) feel down be/feel low in spirits or depressed 情绪低落的；沮丧的

2) There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。

e.g. There is nothing better than serving/to serve this great nation of ours.

There is nothing better than the encouragement of a good friend.

Step 4 Post-reading

Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.

1. What are some situations where we need to be very careful about our body language and gestures?

2. How is body language different from spoken language? What do they have in common?

3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

4. Work together in pairs or groups. Complete the chart below.

Step 5 Discussion/Assessment

If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?

Homework

1. Preview the following lesson.

2. Retell the text.

Period 5 Language study & Grammar

Step 1 Revision

Get some students to retell the text.

Step 2 Language study

1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.

2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.

Then invite some students to tell and act out these gestures.

Step 3 Grammar

The –ing form (2): used as a noun

1. Language input

Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)

Then go through the three sentences in the students’ books.

Subject In many countries, shaking one’s head means “no” and nodding means “yes”.

Object We can learn a lot about what a person is thinking by watching his or her body language.

Predicative A good way of saying “I am full” is rubbing the stomach after a meal.

Attributive The price of building materials has gone up again.

2. Practice

Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.

3. Drills

Do Exx. 1-3 on page 61-62 one by one.

1) The –ing form in this exercise is used as Subject.

2) The –ing form in this exercise is used as Attributive.

3) The –ing form in this exercise is used as Object/Predicative.

4. Consolidation

Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.

动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.

(This part can also be left as homework.)

Homework

Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

Period 6 Reading & Writing

Step 1 Warming up

The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).

Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

Possible order: 1, 3, 2

Possible version:

One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.

Step 2 Pre-writing

Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.

Step 3 While-writing

Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.

1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.

2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.

3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.

Step 5 Post-writing

1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.

2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.

Homework

Write your story in your exercise books.

Find some more information about body language, and you may surf the Internet as follows:

www.wadsworth.com/

www.ivillage.co.uk/workcareer/survive/prodskills/articles/0,9545,156472_176844,00.html

www.uwm.edu/~ceil/career/jobs/body.htm

www.exp.ie/advice/bodylanguage.html

www.factmonster.com/ipka/A0769348.html

www.asperger-marriage.info/survguide/chapter5.html

www.scpzyz.net/unstu/sec.asp?o=1038

www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm

www.google.com

*补充材料

Interview techniques

Body language

Having a slick résumé and all the right answers to tricky interview questions won’t get you anywhere if your body language gives an entirely different message.

Research has shown that:

Tone of voice and body language accounts for 65 per cent of what’s communicated. Words account for 35 per cent of the message that’s communicated.

Body language can give away a lot of our feelings, regardless of whether we keep our mouths shut or not, and without an awareness of our actions, nervousness, dishonesty, boredom and other negative attributes can become dead give-aways.

Before taking a seat, be mindful of what you’ll be staring at. If you have a choice, avoid staring at a bright window. If you don’t apparently have a choice, don’t be afraid to ask. Ensure that you have room to move and re-position yourself if you become stiff or restless.

To begin with, you need to set yourself up in a confident and comfortable position to help avoid negative body language habits. Make sure you are comfortably seated in an upright position ensuring that no particular part of your body is under strain (e.g. your neck). Keep your hands rested in your lap, your head raised, showing an expression of interest and relax your shoulders, without slumping into the seat.

Although we’ll cover specific body language signs later, here are the obvious ones to watch out for.

Fidgeting shows boredom and restlessness

Crossing arms indicates an unwillingness to listen

Tapping your foot, is distracting and a sure sign of boredom

Doodling on paper shows you’re not paying attention

Touching your face or playing with your hair can be a sign that you’re hiding something

Looking away or hesitating before or while speaking indicates that you’re unsure of what you’re saying

A fixed, unfocused stare shows your attention is elsewhere

Voice

A good CV and all the right answers to the toughest interview questions won’t land you the job if your voice gives off an entirely different impression. It is important to project yourself confidently in a clear, controlled and steady voice that can be easily understood.

Take some time to practice, even staging a mock interview with a friend or colleague. Try to be aware of the following:

Speak clearly in a controlled range of tones, avoid a monotone

Always pause before speaking, this avoids instinctively reacting and saying the wrong things

Speak slightly slower than normal, don’t over do it though

Vary your tone and dynamics, but try not to speak too loudly or too softly

Don’t mumble or gabble on excitedly

Keep your hands away from your mouth as you speak

Watch your pitch (high-pitched voices are tough on the ears) and avoid a ‘sing-song’ tone

Let your voice show your enthusiasm and keenness

Body signals

Whether we intend it or not, our body language gives off very subtle signs which are subconsciously interpreted by the other party. We likewise read the same into other people’s behavior. Imagine conducting an interview with someone behind a two-way mirror, we wouldn’t have the benefit of responding to their facial expressions and would feel quite unnerved by the experience. Every little frown or smile gives us the caution or confidence to make our next statement and it is a sublime skill which every human being has developed since childhood. Some people are more receptive to body language than others, but as a candidate striving to make a good impression, it is important to be aware at all times of the body language that may give out a negative impression.

Guide to body language

Positive

Responsive/eager: Leaning forward, open arms, nodding

Listening: Head tilted, constant eye contact, nodding and verbal acknowledgement

Attentive: Smiling

Negative

Bored: Slumped posture, foot tapping, doodling

Rejection: Arms folded, head down, subconscious frowning

Aggression: Leaning to far forward, finger pointing, grinding teeth

Lying: Touching face, hands over mouth, eyes averted, shifting uncomfortably in your seat, glancing

And finally…

Seven signals for a successful interview

1. A smile is the most positive signal you can give, it re-affirms your enthusiasm and good nature, but be careful of over-grinning stupidly.

2. Maintain regular, attentive eye contact, but remember to avert your gaze from time to time to avoid staring.

3. Relax! Give off calm signals and don’t rush through the interview, be mindful of time, but let the interviewer dictate the pace of the interview.

4. Mirror the interviewer’s techniques. If they laugh, laugh with them, if they lean forward to impress a point, respond by leaning forward to show your attention.

5. Do not hurry any movement, if you’re challenged with a difficult question, remind yourself about negative body language habits before answering the question.

6. Try to maintain an alert position, sit up straight, don’t slump, and adjust your position slightly if you get uncomfortable but don’t fidget.

7. Always try to adopt an open, honest and confident attitude: this is the starting point of managing subconscious body language.

一、教材分析

本单元的中心话题是“美国” ,课文围绕“美国南部”及“美洲平原上的野牛”展开，让人感受美国的变迁过程。本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。其中的 Warming up部是为了让我们从宏观上和微观上把握美国的地理特征；Listening部分是为了培养学生在听力中快速捕捉信息的能力而设置的，同时有助于学生了解美国的背景知识，丰富学生的文化内涵；Speaking部分主要是要求学生描述一个场所。而我今天将要说的是Reading部分The American South。阅读训练在教学中占有重要地位，通过阅读训练能培养学生的许多阅读技巧（如快速阅读、略读、跳读、精读等）以及一些阅读的细微技能（如识别关键词、确定主题句、预测课文内容等），从而使学生逐步掌握阅读策略。本单元的阅读主要是培养学生如何阅读记叙文，如何从文章中获取有用的信息等阅读技巧，在本单元教学中占重要地位。

二、教学目标

1. 认知目标：对课文整体把握, 了解美国南部的历史及现状。

2. 技能目标：

（1）通过速读、精读，培养学生快速阅读把握文章结构，善于寻找细节的 阅读能力。

（2）通过回答问题、复述课文，培养学生的语言组织能力和口语表达能力。

3. 情感目标：通过对美国南部的介绍－一部充满灾难的历史，同时也是一部充满成功与希望的历史，让同学们进一步的了解美国的过去和现状，同时增强同学们的奋斗意识。

三、教学重点 ：整体把握课文内容，培养学生阅读理解能力。

四、教学难点：复述课文，识别关键词

五、教学用具 ：多媒体、录音机

六、教学方法

1. 教法构想：

（1）依据英语五步阅读法，即导入-速读-精读-再读-巩固，培养学生阅读能力，同时加大同学们对课文整体掌握的熟练程度。

（2）运用“导复述法”，通过适当的引导，化解同学们复述课文的难度。

2. 学法指导：教会学生不同体裁文章的阅读方法，如本单元的比较论述文的阅读方法。

七、教学程序

1． Daily report: 目的是培养学生的口语表达能力和听力，同时还可以用之检查复习或引入新课，这一项常规训练。

2． 导入新课：

1).通过多媒体展示American的图片和下列问题导入新课，使学生自然进入情节。

（1） Do you know which country it is ?

（2） Do you know something about the history of American?

2).运用pre-reading中的两个问题，检测学生对美国的了解程度。

3． 速读：此步骤的目的是训练学生迅速掌握文章梗概大意，文章分为三部分，说出每部分的大意。

4. 精读：此步骤使学生掌握课本的一些细节。要求学生带着问题去快速浏览，从阅读材料中找到特定的信息和具体的事实。问题设计如下：

(1)What suffering did the American South suffer?

(2)Who is the great leader of the Civil Rights Movement described in this text?

(3)Where was the Olympic Games held in ?

(4)How did the Atlanta become the representative of the new South?

(5)What kind of city has Atlanta become?

(6)Why does the author say that “But the story of the South is also one of hope

and success”?

5. 再读：此步骤训练学生根据上下文猜测词义的能力，同时扫清课文障碍。可以完成课本44页第一题，另可以补充一些词语与词义搭配练习如下（词义略）:deal with,burn down,aim at,in honour of,in vain,proud of,be determined to,once again

6． 巩固：此步骤要求学生根据提示和教师引导示范基本能够用自己的语言复述课文。

The history of the South is ...; the suffering of ...; hope and success...;Atlanta recovered from......;the great leader of the Civil Rights Movement .....;In 1996 ,Olympic Games......;representative......commercial and cultural centre.....

八、重难点处理

本课的重点是阅读理解，通过速读、精读两步，培养学生对不同文体材料整体的把握，同时训练根据上下文猜测词义的能力；难点是复述课文，通过扫清障碍和引导复述化解了复述的难度。

九、板书

用多媒体把所有的问题和设计显示在屏幕上。

十、作业

1. 复述课文 2. Ex.2 on Page 45

引言：《英语课程标准》（实验稿）提出的我国基础教育阶段英语课程的总体目标是：“培养学生的综合运用能力”，要求学生“通过英语学习和实践活动，逐步掌握英语技能，提高语言实际运用能力”，以社会建构主义（Social Constructivism）为理论基础，倡导任务型教学途径(Tasked-based Approach)，培养学生综合语言运用能力。设计这节课，旨在探讨新课程理念下的大班英语课堂活动的实施策略。

一、教材分析(Material Analysis)

本单元以sports为话题，使学生了解“各种体育运动”、“奥运会”、“体育爱好与兴趣”，能用所学的有关sports 的词汇描述自己喜爱的体育运动和体育明星的生平及事迹；能够运用所学的语言知识和技能听懂体育赛事报道，谈论各项体育运动。

Warming up是一份类似知识自测的问卷调查，测试学生对奥运的了解程度。目的有两个，一是呈现本单元的中心话题--Sports and Olympic Games,帮助学生在大脑中形成一个有关“Sports”的信息包；二是学习和复习有关体育运动的名词，为下一步关于“体育运动”的听、说、读、写打下基础。Speaking 是一项采访活动，内容是调查了解同学最喜爱的体育活动及原因。活动以“说”为主，兼容了听和写的技能，比较完整的体现了语言能力的综合训练。这项设计的特点是：（1）训练学生在比较真实的情景中使用有关体育的兴趣、爱好方面的用语及口头表达能力；（2）丰富学生有关描述“体育”的语言，包括词汇和句型等；（3）进一步帮助学生提高对体育活动的认识。

二、教学目标(Teaching goals)

1.Target language

1).Words about names of sports: badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field etc.

2）stand for because of gold medal would rather continent well-known athelete

3)Useful expressions

Asking about interests and hobbies: Which do you like ,..or..?

What’s your favourite sport?

Which sport do you like best?

Which do you prefer,..or..?

What about..?

Are you interested in ..?

Possible answers: Sure.I love sports.

Yes,very much. /No,not really.

Shooting ,I think.

I like ..best.

I prefer..to..

I like watching it.

I’ d rather watch it than play it.

2.Ability goals

Enable the students to improve their speaking ability by talking about sports,telling their partners what sports they like and why ,with the target language, I prefer …to… etc.

3.Learning ability goals

Help the students learn how to use the structures of expressing and supporting or opposing an opinion.

4.Teaching important points

Let student learn to use the structures of expressing and supporting or opposing an opinion.

5.Teaching difficult points

How to express their ideas about different kinds of sports in a proper way.

6.Teaching methods

1)Talking method to enable the students to express themselves freely.

2)Task-basked Approach

7.Teaching aids

A computer , six large pieces of paper and six big pens

三．教学步骤(Teaching steps)

Activity 1 .Duty report (2’)

由一位值日学生在全班前面做英语自命题演讲，而后由其他学生和值日学生进行提问、回答活动。必要时教师做适当指导。旨在提供学生用英语进行实践的机会，营造说英语的氛围。

Activity2 Words competition(7’)

1. Group work(5’)

Say:As planned,we’ll hold a words competition.Are you ready for the names of sports?

You ’ve found on the walls there are 6 large pieces of paper for you six rows. Let me see which row write most and best. You’ll be given 5 minutes in all,including the time you go and return..

要求学生离开位置，到教室四壁指定的地方进行8人为一小组的小组合作活动，全班分六组进行比赛。

2．Comment (2’)

Say;Time is up.Ss return to their seats,except that 6 students from six rows hold the six pieces of paper,standing in a row in front of the class. Ss compare and decide the winner,making comments.

引导学生，鼓励创新。

课前布置这一竞赛任务，使学生围绕这一任务制定计划，并通过自己的努力去实现计划，完成任务，而且在这一过程中不断评估自己的学习。能体现学生的主体性，并培养合作精神。

Activity3 Words teaching(3’)

Guide Ss to learn new words about sports.

继词汇比赛、学生评论收场后，教师转身板书黑板。写一个，用体态语示意学生念一个。

其间有全班读活动、学生个别读活动、学生领全班读活动。学生经过前面的活动，对第一部

分的目标词汇已心中有数，此时要落实发音，引导他们注意词汇的音形结合。

Activity4 Pictures talking (3’)

Show pictures. 采用Power point 制作19 张图片，一张一幅图。内容为：badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field rings wrestling high jumping surfing gymnastics etc.

Say: I’ll show you some pictures. You have to look carefully and tell me what you have seen on the screen.

时而连着两张，时而连着三张播放，紧凑而避免多媒体图片对学生注意力的负面影响，帮

助学生集中精力完成语言任务--说出这些体育运动的名称。这是对上个环节的巩固和检测。

从认知心理学角度看，学生英语学习和习得的过程一方面是学生通过完成任务不断地将所学的知识内化的过程，另一方面是学生在完成任务的过程中不断地将所学的知识表现出来的外显过程，而学生的主体性正是通过内化和外显的无数次的交替而逐步形成、发展和完善起来的。

Activity5 Quiz in Warming up（10’）

1. 继上个环节，最后一张图片为：两个老外手举奥运五环旗在长城上，导入Warming up.

看图说话，引导学生了解五环的意义、奥运旗背景色的含义，并展开想象，讨论图中人物的语言。（2’）

Five rings stand for five continents :Asia,Africa,Europe,America,Australia.

Background color White stand for peace,which goes through the Games.

Possible answer: New Beijing,great Olympics!

2． Ask how much do you know about Olympic Games?Let’s see the quiz.

Ask one s to act as a host （8’）

一位学生当主持人主持此知识竞赛。教师在一旁大智若愚，装作不懂quiz中的语言

点，向学生求助，让学生解答，处理第二部分的目标词汇。

以图片导入，衔接自然。教师通过改变自己的教学行为，营造健康的课堂气氛，使学生产生自信与信赖、宽容与互动，建立师生间、同学间相互信任、相互尊重的合作关系。这种课堂环境有助于减少行为问题、提高学生学习成绩。

Activity6 Collecting reasons for loving a special sport (5’)

Ask: Do you like sports? What is your favorite sport? Why?

教师问，学生个别回答。如何用丰富、形象的语言阐述喜爱的原因，是个难点。教师在

学生个别回答的基础上给予补充、拓宽，并将关键词板书黑板，以供下一步接受采访时运用。

任务型教学侧重语言的意义，因此，应补充一些语言的形式练习，来完成“以言行事”。

Activity7 Interview task（14’）

Say: I want to have a newspaper edited about sports in our class. I’d like to know what your favorite sports are . I want you to go and work as reporters ,interview your classmates .Don’t forget to fill in the form on the book..

1. Help provided (3’)

电脑多媒体显示目标语言的交际用语部分。教师带着body language 领读，学生模仿并

跟读，确保正确语音语调。突出重点之重点 I prefer …to… ,I would rather …than…的用法。

2．Instruction & interview(7’)

Every one of group 1 ,go to interview anyone in group2, meanwhile, you ,yourself are being interviewed., So it is with group3 and group4. Try to interview at least 3 of your friends.

再一 次要求全体学生站起来离开位置。打破了小组活动司空见惯的“转身四人一组”形式，创设仿真的采访情境，新鲜、灵活。给予他们足够充足的时间。教师穿梭于学生之间，聆听他们的对话，给予必要的帮助。

3．Report（4’）

Ask some to report their interview.

又一次提供语言实践的机会，将采访活动的语言进行提升。并能检测本堂教学的重点、难点的落实情况。

Homework:（多媒体显示）（1’）

1. write about what is your favourite sport , at least 5 sentences.

2. Learn the new words by heart for dictation tomorrow.

作业让听、说和“写”结合，使之语言技能全面发展，又进一步落实了本课的难点、重点。

四．教学反思

整堂课，以教师为主导，学生为主体，紧紧围绕目标开展任务型教学。环环相扣，过渡自然，注意了多媒体教学与语言教学的整合。但由于受传统的知识传承的教授理念的影响，教师得心应手的是知识的传授，所熟悉的是师生单向交流的课堂管理模式，对师生互动的课堂活动模式则是陌生的。因此，上好这堂课，对教师是个极大的挑战。

为确保本课堂活动的顺利进行，教师事先应让学生形成活动规范，有良好的课堂活动的行为习惯，使教师组织活动时能令行禁止，指挥自如，配合默契。教师本身要有良好的语言素质，有准确、得体的body language，能扮演多重角色，自始至终是活动的组织者，同时又起控制、引导、敦促的作用。为组织好课堂活动，使师生能按计划完成任务，课前还必须做好各方面的准备，除多媒体课件外，还有六小组用的六张大纸、大号记号笔 ，各组分头活动的地方在课前都要确定好，以确保上课时秩序井然，忙而不乱；另外，学生“主持人”可课外先培训，再上岗。

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