外研版 (新标准)七年级下册Unit 3 Language in use教案设计

Module 11 Body Language

Language in Use

        Analysis of teaching content

1. Course selection: New Standard English 7B Module 11
2. Course category: Reading and writing
3. Course analysis:

This unit is targeted to help seventh-grade students obtain more concepts on body language and its application on authentic events. The text of this unit is an exposition that describes different body language in different cultures. This content may arouse students’ interest in reading with curiosity on cultural awareness, because the theme is daily life related. This lesson is designed for students to acquire reading sub skills such as predicting, scanning, summarizing, as well as semi-structured writing.

        Analysis of students:

The students of Grade Seven in my class are active and willing to learn English with a medium level of mastery. The students may have interest in reading the text and try to obtain authentic experience on how to communicate with different body language.

        Analysis of teaching objectives

      Knowledge objective

1. Key vocabulary—body parts and gestures
2. Key structures— when/if someone …, it means…

      Ability objective

1. To understand the main idea of the passage
2. To find specific information in the reading passage
3. To make a poster on body language
4. To write about passage on body language

      Moral objective

1. To help students know the cultural importance of body language.

2. To know about how to use proper body language.

        Analysis of teaching difficulty and importance

      The teaching difficulty

1. To get information from the reading material about body language
2. To make a poster and write about body language

      The teaching importance

1. Reading sub skills such as predicting, scanning, summarizing, etc.
2. The cultural awareness of body language

        Analysis of teaching pedagogics and teaching tools

Teaching method— Task-based Approach

Learning method— Cooperative learning

Teaching tools-- Multi-media assistance such as PPT, audio materials

        Analysis of teaching process

       Pre-study before class

Step I. Watch a micro-class video and take notes on different body parts and their usage, upload notes on pads

【Design purpose: To arouse students’ interest in body language and familiarize new words.】

Step II. Finish the multiple choices on pads after watching the video.

【Design purpose: To check students’ understanding after watching the video to facilitate learning process in class】

       While-class procedures

Step I. Pre-study review

1. Greeting.
2. Review notes which students submit earlier before class and present some of the good work by students

3. Review the multiple choice.

【Design purpose: To retrieve students’ impression on the topic and prepare them for new lessons.】

Step II. Lead in

1. Show & Tell: ask one student to perform expression without words, and let other students guess what he means. Words example: happy, hungry…
2. Think about how to understand others without saying a word --- by using body language
3. Read the description and guess what it means: when he keeps his fingers crossed, it means good luck.

【Design purpose: To cheer up students and lead in topic】

Step III. Reading

1. First reading: Information Card

Students will read a short passage in five minutes and complete the information card as follows.

2. Ask the students to check their answers in groups. Skills as underlining key words would be stressed.

3. Elicit the correct answer and methods around the class.

【Design Purpose: Enable students to have an overall perspective of reading passage, and lay the foundation for more reading】

Step IV. Fast-reading

1. Students read the thinking map on pads and submit their work in groups within five minutes.

2. Students need to underline the answers when they find them.

3. Ask the students to check on pads.

4. Elicit answers and methods from students.

【Design Purpose: Listing out the body language and their meaning help to lay the foundation for the last section for this lesson as to make a poster in groups. It also helps students to sort out the structure of the passage.】

Step V. Deep-reading

1. Students read the text again and choose the correct answer on pads in three minutes.
2. Check the answer from the class and show the percentage of answers.

【Design Purpose: Multiple choices is a section of test system. It is used to train students’ scanning skills and their thoughts on complex questions such as detecting and summarizing】

Step VI. Blank filling

1. Students are asked to complete a passage with proper words to fit in logic and grammar.
2. Check the answers within group and report to the class.

【Design Purpose: Enable students to apply what they learnt in previous text to complete a new passage with requirement on grammar and logic. This section also helps to lay the foundation for the following task.】

Step VII. Poster presentation

1. Watch a video of “Belt and Road” and to stress the importance of international communication.
2. Students are asked to make a poster on the topic of “body language in China” in groups before class and present it group by group.

【Design Purpose: Enable students to apply what they learnt in this lesson and emphasize the cultural heat topic on “Belt & Road”, thus enhances students cultural awareness and cross-cultural communication】

Step VIII. Homework

Write a short passage according to the poster that students made, and get ready to present it to class next period.

【Design Purpose: Enable students to apply description on body language in authentic context.】

Evaluation:

At the end of this class, students are hoped to summarize what has been learnt in this class and how well they achieved.

I have learnt past continuous tense with the adverbial clause of time. (1-2-3-4-5)

I have known how to write about an accident and how to deal with it. (1-2-3-4-5)

I have known how to deal with accidents like snakes in real life.     (1-2-3-4-5)