【教学设计】Unit-1-Body-language(英语上教九上)

Module1ThehumanbodyUnit1BodyLanguage教学设计Lesson1Introduction&Reading教材分析Thisisthefirstunitofthefirstmoduleofthetextbook.Andstudentsstarttheirhighschoollife.It’sanotherstage.ItisimportanttostimulateandstrengthentheirinterestinlearningEnglish.Thefirstlessonshouldbeinterestingandnotsodifficult,tohelpthemreviewalittlebitandbuilduptheconfidence.Thisbookincludesthreemodules,TheHumanBody,ColorfulLifeandFoodforThought,designedtohelpstudentsgetbetterunderstandingoftheirownbodyandthehealthylifestyle.Thisunitwillpresenttheimportanceofbodylanguageandafterthat,studentscanreadmoreinformationfrombodylanguageandbehaveinaproperway.教学目标Bytheendofthislesson,studentswillbeableto:Readsomebasicbodylanguageinformation,suchashappiness,anger,sadness,frustration.Understandtheimportanceofbodylanguage.Improvetheirownbodylanguageindailylife.教学重难点Themeaningofdifferencebodylanguage,especiallywhentheyarepresentedindifferentculture.课前准备Multimedia教学过程Step1warm-upThinkWhenandwheredopeopleusemorebodylanguagethanspokenlanguage?DirectthetrafficJudgesofsportsAskforhelpinthedistanceTravelabroadwhendon’tspeakEnglishorlocallanguage…GuessTheteacherpresentssomepicturesandaskstudentsthequestions:Whichpictureshowsanger?Whichpicturesshowhappiness?Whichpictureshowsthatthepersonisexcited?Uninterested?Whatdoesthebodylanguageinpictureexpress?Whataboutpicturec?【设计意图】本单元的话题是肢体语言。首先提出问题，思考生活中哪些情况使用更多的肢体语言，让本课内容与学生的实际生活产生联系。激活他们的已知和学习兴趣。其次用图片展示一些肢体语言，让学生猜测和联想，进行头脑风暴，为课文阅读预热。Step2FastreadingSkimthestoryandworkinpairstoanswerthequestionsbelow.1.Whatisthemaintopicofthestory?2.WhereareDebbieandSimon?3.WhogivesSimonadvice?4.WhodoyouthinkDebbiedobetterjobfromthepicture?【设计意图】培养学生通过看图片、小标题、段落首尾句等快速阅读获取信息的能力。Step3Carefulreading1.WhydidSimonnotlookhappy?2.Whatarethethreeaspectsofcommunicating?3.WhydopeopleprefertotalktoDebbie?4.WhathappenedafterSimondecidedtositupandsmileatpeople?5.WhowasthegirlthatwalkedovertoSimon?6.Ifyouwalkedintotheagency,whodoyouprefertotalkto?Why?7.Whatcanyoulearnfromthestory?【设计意图】培养学生理解文章以及获取细节信息的能力，同时利用这几个问题帮助学生梳理文章脉络。引导学生进行学习反思。Step4ReadandThinkPuttheeventsofthestoryinthecorrectorderbywriting1to8intheblanks.a.MrYoungsaidthatbodylanguageisimportant._____b.TheladywalkedovertoDebbieinsteadofSimon._____c.Simonbegantositupandsmile._____d.Awell-dressedladyenteredthetravelagency._____e.MrYoungsaidthatDebbiemadeothersfeelwelcome._____f.Simon’ssisterremindedhimofherbirthday._____g.Simonwalkedovertothefaxmachine._____h.MrYoungsaidthatSimonlookeddownwards._____【设计意图】上述八件小事涉及文章的细节逻辑，训练学生的逻辑思维能力以及对文章的理解程度。Step5HomeworkConcludethegoodbodylanguageusedbyDebbie.Andadd2kindsofbodylanguagetohelpimprovetheirserviceinthetravelagency.【设计意图】通过阅读和理解这篇文章，学生认识到好的肢体语言非常重要，那么，从Debbie身上有哪些值得学习的肢体语言呢？通过总结和反思巩固本文所学内容。Lesson2LanguagePoints教材分析ThispassagefocusesonthedifferentbodylanguagebetweenSimonandDebbie.Therearemanyverbphrasestodescribethedifferences.教学目标Bytheendofthislesson,studentswillbeableto:(1)Usethetargetwordsorphrasesproperly:prefer,communicate,impression,remark,remind,AbemorethanB,withouthesitation.(2)Reviewandbeawareoftheusageofdifferenttenses.Simplepresent,presentcontinuous,simplefuture,simplepast,presentperfect,pastcontinuous,pastperfect.教学重难点Tousetheseverbstodescribebodylanguageproperlyandpayattentiontothetense.课前准备Multimedia教学过程Step1lead-inandreviewPleasecompletethesummaryofthetextwithwordsgiveninthebox,pleaseusetheproperformofthesewords.communicate,prefer,impression,remind,remarkDebbieandSimonarecollegestudents.Theyhavepart-timejobatatravelagency.Theyaresittingintheoffice.Butpeople_________DebbietoSimon,theywalkovertoDebbietoaskforinformation.NoonetalkedtoSimon.Hewassad.Asenioremployeetoldhimheshould__________withpeoplethroughhisbodylanguage.Simonresthisheadonhishand,anddoesn’tsmile.Hedidn’tleaveagood_____________onpeople.However,Debbieisholdingherheadupandshelooksatpeople’seyesandshesmiles,too.Simondecidedtoimprovehisbodylanguage.Andfinally,agirlcametotalktohim.Thesenioremployee___________thatSimondidagoodjob,butSimonjusttoldhimthatgirlishissister,shecameto_____________himofherbirthday.【设计意图】完成文章的复述，一方面对课文内容进行复习，另一方面巩固重点词汇的理解与运用。Step2targetlanguageTeachingmethodinthispart:Present-Practice-production(Presenttheimportantexpressions,practiceincontext,productionwithhis/herownsentences.)1.preferAtoB原文再现：peoplealwayspreferDebbietome.Icouldn’tunderstandit.(Lines12-13)大家都更喜欢Debbie。preferAtoB喜欢A胜过BpreferdoingAtodoingB宁愿做A而不做BprefertodoAthantodoB宁愿做A而不做BwouldratherdoAthandoB宁愿做A而不做Bpreferencen.偏爱，爱好，喜爱2.communicatewithsb.原文再现：It’sthewayyoucommunicate.(Line14)（原因在于）你与人沟通的方式。/Communicatingismorethanspeakingandlistening.(Lines17-18)沟通不只是听和说。/Yourwholeappearancecommunicatesthings.(Lines24-26)你展示出来的种种都在传递信息。communicatewithsb和……交流E.g.Dolphinsusesoundtocommunicatewitheachother.海豚用声音相互沟通。communicatesth(tosb)把……传递给（某人）E.g.Theofficercommunicatedhisorderstothemenbyradio.军官通过无线通讯录向他的士兵发布命令。communicationn.沟通，交流3.impression原文再现：Thewayyoulookatpeopledoesn’tgivethemagoodimpression,Simon.(Lines26-28)西蒙，你看人的方式没有给人留下好印象。/Youmadeagoodimpressiononher.(Lines51-52)你给她留下了一个好印象。Givesba(n