冀教版八年级下册Unit 7 Know Our WorldLesson 40 Body Language教学设计

教学设计 Lesson 40 Body Language

教材分析  

本课取自冀教版八年级下册英语第七单元Know Our World。本单元主要从地理、语言和文化方面向学生简要介绍了我们的世界。要求学生在了解世界地理和语言文化的同时，掌握相关的词汇和句型，掌握被动语态和现在完成时的用法。

本课通过对比和比较的手法，简单介绍了几种肢体语言在不同文化下的含义。要求学生在掌握相关词汇和句型语法知识的同时，了解其背后的文化内涵，以便恰当地应用。

学情分析  

在经过了初中接近两年的英语学习之后，部分学生成绩稳步提高，基本掌握了新课标要求的听说读写译的能力，但是也有部分学生，由于小学阶段的底子太薄，跟课吃力，出现了习得性无助甚至自暴自弃的情绪。这就要求教师在授课的过程中，不但要注意知识的传递和学习，更要注意教学方法的多样性和灵活性，以把所有学生的注意力都吸引到课堂学习上来，既可以让前者深入发展自己的能力，也可以帮助后者夯实基础，逐渐进步。

教学目标  

知识与能力目标

1.掌握课标要求的四会词汇：European, kiss, nod, polite;

2.了解并掌握肢体语言的常用表达法和句型：

⑴ But body language is not the same in all cultures.

⑵ In India, when people nod their heads, they mean “no”.

⑶ In most places, people point to things with their fingers.

3. 复习并进一步掌握不定式的用法。

过程与方法目标  通过阅读了不同解肢体语言在不同文化下的不同内涵，为今后的应用做准备。

情感态度与价值观目标  让学生了解有声语言和肢体语言的对应关系，明确肢体语言在人际交往中在了解对方情感、态度、思想等时所起的作用。

教学重难点  

重点  

1.了解不同的肢体语言在不同文化下的不同含义；

2.学会介绍自己知道的肢体语言；

3.掌握表述肢体语言常用的重点句型。

难点

1.表述肢体语言常用的词汇和句型；

2.对比和比较在说明文中的应用；

3.不定式的用法。

教学思路

本课时的教学内容是冀教版八年级下册英语第七单元的第四课时,主要涉及肢体语言的介绍。在授课之前先让学生自己说一说自己知道的肢体语言有哪些。课上可以通过让学生小组合作的形式进行相互交流,然后教师通过幻灯片、图片向学生展示不同地方的不同的肢体语言,并让学生用英语简单介绍这些肢体语言。

教学工具：设计教学PPT,录音机,多媒体,图片和单词卡片。

教学过程

StepⅠ.Lead in

Leading in 【情景1】

T:Hello,boys and girls.Do you know about body language?

Ss:Yes/No.

T:Do you use body language?

Ss:Yes/No.

T:Where do you use body language?

S1:At home.

S2:At school.

Discuss the questions in groups.The teacher shows some pictures about body language.Ask the students to talk for three minutes.Then let them present their talk in class.

[设计意图]　利用学生学过的内容,从询问肢体语言开始,轻松进入语境,进而介绍生词,图片的使用使学习更加形象直观,自然地进入谈论肢体语言的新话题。

Leading in 【情景2】

[Body language is a kind of communication without using words.

Body language is the movements of our body that show other people what we are thinking or feeling.

Eye contact(目光接触), facial expression（面部表情）, gesture （手势）and posture（姿势） are different kinds of body language.

[设计意图]　运用学生所学的知识,从谈论熟悉的入手进入新内容的学习,运用实物或图片帮助学生学习生词,直观、感性、形象。

Step1. Presentation

1. words:

greet     v. 欢迎，迎接

greeting   n.  招呼，问候 greet each other  互相问候

greeting card    贺卡

She greeted her baby with a loving kiss

2. thumbs-up  n.翘拇指

A thumps-up means “okay” or “ well done” in most cultures. In Australia, it is not polite.

In Japan, it means “five”.

rude    adj. 粗鲁的

They think it’s rude to point with a finger.

他们认为用手指指东西是粗鲁的。

It is not polite to ask a woman her age

If some students feel the passage is too long,the teacher can divide it into two or three parts.Then ask them to read them in groups.After a while,ask them to read them one by one.

(1)In most places,people point to things with their fingers.

(2)But body language is not the same in all cultures.

(3)In India,when people nod their heads,they mean “no”.

(4)They think it’s rude to point with a finger.

(5)One body language is the same all around the world:a smile.

Please pay attention to the long words.

Step 2. Listening

Listen to the tape carfully and find the main idea of the passage.

Body Language is not _______   in all cultures. But one body language is the same _____________.That is :______,try it, and you’ll see .

【Keys】　1.the same　2.all around the world  3.A smile

[设计意图]　加深同学们对整篇课文的掌握,学生们带着问题有目的地倾听,容易把握内容填空,同时训练听力能力。

Step 3   Fast Reading Look through (快速浏览) the text and find out more body languages mentioned (提到) in the text.

亲吻脸颊 用手指指着 挥手再见 微笑

Step 4.Careful-reading( 精读）

Read Paragraph  carefully and fininsh the following tasks  and  translate.

1.In some European  countries, people like to kiss each other to show friendship and love.  (   T /  F)

2.  What do people think of (认为) “ pointing with a finger” in some places?

When __________ wave goodbye, it may look like “Come here!” to Americans.

One body language is the same all around the world : a smile. Try it, and you’ll see!   (Translate).

Point.1.body language 2.shake hands 

3.greet each other  4.kiss each other on both cheeks 

5.nod heads  6.shake heads 

7.a thumbs–up  8.point to 

9.wave goodbye 10.mean the opposite

11.It’s polite /rude to do sth.

[设计意图]　小组合作阅读课文,利用多媒体展示肢体语言,创设情景,使同学们身临其境,激发说的欲望。在练习中巩固本课需要掌握的知识点和句型。以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价,利用已知的信息,让学生补充,让他们得到充分的训练。

Step 5. Post-listening Activities

After listening to the passage,get the class to read it aloud.

Ss read aloud.Focus on the stressed words,pronunciation and intonation.

[设计意图]　学生训练听力之后,朗读巩固,训练学生的语音语调,培养学生运用目标语言进行交际的能力。

Step 6.Complete Let’s Do It!

Ask the students to read the passage until the students can answer the questions by themselves in No.2.and No.3.

[设计意图]　Let’s Do It! 部分中的,No.2重点是阅读教学,让学生反复朗读课文,直到回答出所有问题,训练学生的阅读能力,同时巩固了文中内容。No.3针对本课的重点单词,加以巩固练习。

Step 7.  Listen to the song. Sing it together and do the body Language.f you’re happy and you know it  clap your hands

If you're happy and you know it clap your hands

If you're happy and you know it never be afraid to show it

If you're happy and you know it clap your hands

If you're happy and you know it   stamp your feet..\幸福拍手歌：If You’re Happy  迪斯尼.mp3

If you're happy and you know it  stamp your feet

If you're happy and you know it Never be afraid to show it

If you're happy and you know it stamp your feet

If you're happy and you know it wink your eyes

If you're happy and you know it wink your eyes

If you're happy and you know it never be afraid to show it

If you're happy and you know it wink your eyes

[设计意图]创设情景,使同学们身临其境,激发说的兴趣和欲望。

Step 8. Summary

What can you learn from this passage?

Body language is very important in our daily life, and it has different meanings in different cultures . When we are visiting other countries, we should follow their customs. That is to say, When in Rome, do as the Roman(入乡随俗）

Step 9.Homework

1. Read the text as fluently （流利地)  as you can.

2. Choose one of the body languages to write about.

3. Try to find out more body languages on the Internet  and introduce (介绍) them to your classmates.

4. Preview (预习) tasks:

Practice reading the new words &phrases.

[设计意图]　口头练习和单词记忆相结合,复习、归纳,注重语言知识的操练与积累。

板书设计

Lesson 40　Body Language

Words：European,kiss,nod,polite

Phrases：shake hands,point to,all around the world,leave for

Sentences：But body language is not the same in all cultures.

In India,when people nod their heads,they mean “no”.

In most places,people point to things with their fingers.

In China and abroad,people sometimes communicate without speaking.

It’s another way to show friendship and love.

They think it’s rude to point with a finger.

One body language is the same all around the world:a smile.

教学反思  

1.本节课首先利用开篇的欢迎图片创设情境，在情境下教学单词，并导入新课。教学内容和环节阶梯上升，由易到难、由简到繁；学生学习由浅入深，循序渐进，符合学生认知水平和年龄特点。讲练结合，相互影响促进；形式多样，调动了学生多种感官同时参与。学生兴趣浓厚，学习积极主动。本节课教学目标设计较为合理，能够满足八年级学生发展的需要.

2.多种教学方法和多媒体的使用，较好带动了学生的积极性，使学生能够主动参与，积极配合；教学环节流程比较顺利，基本达到了教学预设和要求。

3.在实际教学中，我还发现了一些自己的不足之处，今后一定多多学习，早做改进：

⑴. 个人的口语表达语速过快，不利于学生理解。

⑵. 课堂上没有充分考虑到学生的个别差异，未能真正为水平参差不齐的学生创造适合不同层次的成功体验的机会。

⑶以后要创造性的教学，不但要让学生掌握课本的知识，还要会灵活运用、自主学习，将知识转化为技能。

4.部分学生在英语课堂上过于保守，不喜欢主动表达自己，在被点到的时候也很不自信。对于这些学生，我会先提问比较简单的问题，在得到满意的答案时及时表扬，逐渐培养他们的自信心。

5.从学生作业看，学生们对本节课的内容理解比较到位，但是对重点句型还不能随心所欲地实际使用。造成这一现象的原因，部分是因为课上练习时间还是不够，部分是因为学生的应变能力不够，不能够将所学联系实际。对此，我认为上课时加大相关接地气的练习应该能使之逐步有所改善。