【正文】 根據(jù)本節(jié)課所學(xué)內(nèi)容做一些綜合練習(xí)題。之后再將這些用法總結(jié)，拓展到suggest, order, require ,:1) The policeman manded the thief to stop.2) The teacher manded that he should go out of the classroom.3) The boss manded that Tom finish the work on time. 4) The manded is that we should set out at once.5) It is the mand that the desk be moved away.6) Tom has a good mand of France, so he can municate with France fluently 觀察例句，翻譯句子，找出句子中同一單詞的不用意思和用法搭配并總結(jié)。跟磁帶讀單詞5分鐘放磁帶 讓學(xué)生大聲朗讀本單元單詞跟著磁帶大聲朗讀本單元單詞能夠準(zhǔn)確掌握單詞發(fā)音，部分學(xué)生可以根據(jù)發(fā)音記憶單詞。因?yàn)?9。使他們在愉快的氣氛中學(xué)到知識(shí)。技能目標(biāo)：提高學(xué)生的總結(jié)能力和自學(xué)能力。 課 題English around the World詞匯課新授課科 目英 語教學(xué)對象高一年級(jí)提供者課 時(shí)1一、教材內(nèi)容分析本節(jié)課是以學(xué)習(xí)課后詞匯短語用法為主題的一節(jié)課。二、教學(xué)目標(biāo)（知識(shí)、技能、 情感態(tài)度）知識(shí)目標(biāo)：掌握 because of, e up, mand, request, take part in這些單詞拼寫 用法，并能運(yùn)用這些單詞短語靈活造句。所以作為老師，應(yīng)在課上設(shè)置各種活動(dòng)，運(yùn)用多種教學(xué)方法，調(diào)動(dòng)學(xué)生積極性。問一些問題，例如：Are the music nice?Both of the name want to show the meaning of 39。將學(xué)生引入本節(jié)的詞匯學(xué)習(xí)課。讓學(xué)生自己通過觀察，總結(jié)搭配和意思。同時(shí)提高了興趣，鍛煉了學(xué)生的觀察句子能力和自主學(xué)習(xí)能力。老師在需要的時(shí)候做點(diǎn)撥做一些綜合練習(xí)題小組內(nèi)核查答案，并派一名代表將答案寫在黑板上。但需要用上本節(jié)課所學(xué)的詞匯鍛煉學(xué)生的寫作能力，同時(shí)再次加鞏固所學(xué)知識(shí)。評價(jià)方法：1. 自我評價(jià)，是學(xué)生自己評價(jià)，肯定自己的努力，看到自己的不足。 be cheerful.A Vshape of the forefinger and middle fingerMay you succeed!Or congratulations on your success!A halfclosed hand with thumb downI am not in favor of your idea or I’ll have to refuse you.A wrinkling of the brow in thought or displeasure or a scowlShe is worried.Tears ing out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsThey are waving goodbye to people around.A hand stretched out forward with strengthHe is stopping a tank.People jump with their both hands stretched open in the air.They are cheering for the victory.Step Ⅲ PracticeT: Look at Page 25. What are these people municating?Step Ⅳ Time for FunStep V Role Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s e to Speaking Task on Page 67. 作業(yè)English weekly 16課后反思課時(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language三維教學(xué)目標(biāo)知識(shí)與能力Help the students learn how to express themselves in body language when needed.備課時(shí)間上課時(shí)間過程與方法參看教學(xué)過程教學(xué)方法aIndividual work, pair work and group work.學(xué)法指導(dǎo)Acting out by imitation情感態(tài)度價(jià)值觀為學(xué)生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證課　　型閱讀教學(xué)重點(diǎn)及分析a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.教學(xué)難點(diǎn)及突破Enable the students to realize the importance of body language in munication so that little or no misunderstanding may occur.教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)意圖 StepⅠ RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Ⅱ PrereadingT: Our text is about a special means of munication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?After a few minutes.T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of munication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?Step Ⅲ Whilereading1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea.Summary of body language.Read the text carefully, then decide if the following statements are true (T) or false (F). Step IV Post reading1. Is the author of this passage male or female? How do you know ? were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?4. Did any students have similar greeting customs? If so, which on