北师大版九年级全册Lesson 1 Body Language教学设计及反思

这是一份北师大版九年级全册Lesson 1 Body Language教学设计及反思，共10页。教案主要包含了教学内容，教学重点，教学难点，教学目标，教学方法，设计构想，教学过程，学情预测等内容，欢迎下载使用。
【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 tpics较好地完成一些开放性话题。
c．使学生能根据key wrds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。因此，我们教师应切实提高学生的基础知识和基本技能，尤其是英语交际能力, 并且在此基础上扩充学生学英语的知识面，鼓励学生在课外进行大量的英语阅读，首当其冲的就是要引起学生对学英语的兴趣。为了这样的最终目的，教师的备课，钻研教材，教师的教学设计就显得举足轻重。
【教学过程】
Step1． Lead-in ( 2 minutes)
Step2． Warming up by learning wrds and expressins ( 3 minutes)
Step3． Warming up by seeing a flash ( 6 minutes)
Step4． Warming up by lking at sme pictures ( 9 minutes)
Step5． Listening ( 4 minutes)
Step6． Preparing( 6 minutes)
Step7． Perfrming ( 8 minutes)
Step8． Playing a game ( 6 minutes)
Step9． Summary & Hmewrk (1 minute)
【学情预测】
1．“身势语”话题顺利引入。
2．教学任务布置得当。
3．多种活动方式的理想教学效果。
4． 作业布置有针对性。
【教学方法】
用flash—“If yu are happy”导入，并让学生跟着做flash里面的动作，以此来引起学生对身势语的兴趣。
通过独立完成，两人合作及小组合作以此来确保每位同学都参与进来。
用手势及动作表达出要求表演的内容。
【教学过程】
Step 1 Greetings
T: Gd mrning, bys and girls.
Ss: Gd mrning, daisy.
T: Sit dwn, please.
Step 2 Lead-in
T: First, let’s lk at sme useful wrds and expressins. (cmmunicate，greet， facial，hug，shake，nd，express，expressin ，cheek，majr，verbal，nnverbal，misunderstand ，misunderstanding，be likely t, in general )
(explain them ne by ne, and then lead students read after the teacher.)
T: There is a flash, d yu want t see?
Ss: Yes.
T: While enjying it, please d the actins accrdingly. Ok?
Ss: Ok, n prblem.
(The teacher plays the flash”If yu are happy”, and d the actins tgether with students accrdingly.)
T: Is it interesting?
Ss: Yes, very interesting.
T: Smene has translated this sng int a Chinese ne, d yu knw the name f it? Can yu guess it?
Ss: 如果感到幸福你就拍拍手.
, yu always make me very happy, s I (The teacher smiles.)
Ss: Smile.
T:Yeah, Max Eastman nce said ,”A smile is the universal welcme ”, nw think it ver ,n what ccasins will we smile r what can we use smile t d? Yu can discuss in pairs, and then I will ask smene t express yu ideas. Is that clear?
(A mment later.)
T: Des anyne like t reprt yu ideas?
S1: When we want t talk t thers
T: Gd．Anyne else?
S2: When we want t get sme help frm thers.
else?
S3: When we d smething wrng.
T: Very gd． Nw, let’s take a lk at the functins f smile. We can use smile t express almst any emtin, we can use it t aplgize, t greet, t ask fr help, t start a cnversatin, t make peple happy, and t get thrugh difficulty. S yu see, smile is very imprtant in ur daily life, yu shuld smile as much as pssible. D yu agree with me?
Ss: Yes.
T: Des smile belng t verbal language r nnverbal language?
Ss: nnverbal language.
T: Yes, what is the ther name f nnverbal language?
Ss: Bdy language.
T: Very gd, tday, we are ging t learn unit 4 Bdy language.
Step 3 Warming up
T: Nw, let’s learn smething abut bdy language. Bdy language mainly includes three parts------facial expressins, gestures and actins. (and describe the three pictures ne by ne)
T: Nw, let’s lk at sme facial expressins.
T: Please lk at the screen. Let’s take a lk at the fllwing gestures:
T: What are the actins f the abve gestures? What d they mean?
S1: The first gesture is a half-clsed hand with the thumb up. It means the ne wh gives this gesture appreciates smene.
S2: The secnd meaning is “Cme here”.
S3: The third ne is a half-clsed hand with the thumb dwn. It means the ne wh gives this gesture is against the ther’s idea r simply refuses the request.
S4: The furth is “Gd luck.”
S5: The fifth is “me”
S6: The sixth is “I dn’t knw”.
S7: The seventh is “stp”.
S8: The eighth is a gesture f “Ok”.
S9: The ninth is “Keep silent”.
S10: The tenth is a V-shaped psture f the first finger and the middle finger, which suggests a wish fr the ther r thers t succeed．
S11: The last is a handclap, which means “Cme n” r “Be cheerful” r smething like that.
T: Yu have all dne a gd jb． Nw, let’s take a lk at sme actins.
Step 4 Listening
T: Is bdy language funny? Are yu willing t knw mre abut it?
Ss: Yes.
T: Ok, nw, please pen yur bks and listen t the text n 26．While listening t the text, please underline sme sentences that yu can use t make up dialgues.
(After a mment)
T: What des the text mainly tell us abut?
S12: It tells us the imprtance f “bdy language”.
T: I appreciate what yu said． OK, nw, there are sme rles that yu can chse.
Yu’ll be given 6 minutes t prepare fr yur perfrmance in grups f fur, and yu shuld try t perfrm as lively as pssible.
Step 5 Rle Play
T: Nw, des any grup want t perfrm? (3 r 4 grups act their dialgues ut.)
Step 6 Game
T: There’s a game, d yu want t d?
Ss: Of curse.
T: There are sme sentences, please act them ut withut using wrds, yu’ll be given 2 minutes t practice ding them, and then I will ask sme students t act them ut. Clear?
Ss: Yes.
(After tw minutes, ne grup, ne persn, s as t ensure that everyne has a turn.)
Step 6 Time fr fun
T: Nw, there’s still a little time left. Let’s d smeTPR (Ttal Physical Respnse) activities tgether, I hpe yu will enjy them and have fun as well.
Tuch yur face.
Shake yur head．
Tuch yur nse.
Crss yur arms.
Open yur muth.
Clse yur eyes.
Shake yur head．
Crss yur fingers.
Nd yur head．
Smile.
Make a face t each ther.
Step 7 Summary and Hmewrk
T：Tday, we have learnt much abut bdy language. As yu see, if yu can use it crrectly, yu can cmmunicate with thers easily, even if he r she is a stranger r freigner. S using bdy language crrectly is very imprtant, I hpe yu can practice mre after class. If yu want t knw mre abut bdy language, yu can g t the Internet t surf mre infrmatin abut it. Yur hmewrk:
Make a list f facial expressins and gestures and their meanings we've learned tday，and d Exercise 1． Ok, s much fr tday, gdbye, bys and girls.
【教学反思】
这是一节口语课。通过一系列的小组合作热身活动充分调动了学生对学习身势语的积极性。在导入时，考虑到要充分调动学生的积极性，因此我让学生跟着flash中的节拍一起做动作。稍后我就对Smile的功能做了一个介绍。设置简单的任务和问题，让学生层层落实，步步明确，最后在回归到文章的整体结构上。总之，在设计本课的过程中，我一直本着两个原则，即在教学过程中所设计的问题适应目前学生的英语水平，尽量让问题简单化，让学生在学习的过程中拥有成就感；同时在这堂课中，我还采用了小组竞赛小组合作的方法，以此来激发学生的热情，让学生在不知不觉之中培养合作意识和竞争意识。学生们通过积极参与课堂活动，学到了许多有关肢体语言的知识。基本上，达到了教学的预期目标，但仍然还有少许不尽如人意的地方，以后要注意改进。
He is very happy, s he smiles brightly.
What is the by ding? He is mving hands in circle. The
meaning f this gesture is full.
What des this actin mean? It means welcme. Maybe the beautiful girl is a waitress. she welcmes smene.
Facial expressins
What she said?
Hw is she feeling?
I’ve lst my wallet!
sad
I want t sleep!
tired
I gt an A in maths!
happy
I dn’t knw what t d?
cnfused
I can’t believe she said that.
It’s unfair!
angry
gesture
meaning
Gd．
Cme here.

Bad!
Gd luck!
me
I dn’t knw.
Stp!
Ok!
Be quiet!
Victry!
handclap/appaluse
Actins
What are they ding?

They are ndding their heads.
They are kissing and hugging.
They are shaking their hands.
They are bwing.
They are shaking their heads.
They are kissing their hands t smebdy.
Character
Cuntry
Actin

Yu

China
Stand watching and listening first, then intrduce guests t each ther; when intrducing yurself t Ahmed Aziz, yu mve back a bit when the ther is very clse t yu.
Mr. Garcia
Clumbia
Appraches Miss Smith, tuches her shulder and kissed her n the cheek.
Ahmed Aziz
Jrdan
Mves very clse t yu when intrduced, cmes clser t ask yu questins, nds at wmen.
Madame Culn
France
Shakes hands and kisses twice n each cheek.
Julia Smith
Britain
Surprised at Mr. Garcia’s actin and
Takes a few steps away frm him.
Mr. Ck
Canada
Reaches hand ut t the Japanese.
Akria Nagata
Japan
Bws.