资源简介

外研版初中英语七年级下册 Module 11 Body language
Unit 1 They touch noses!教学设计
Lesson Module 11 Body language Unit 1 They touch noses! Lesson type Listening and speaking
Teaching aims 1.knowledge aims:Students can read the new words (bow, kiss, shake, shake hands, smile, British, German, Japanese, Russian, visitor, Russia, what, nod, head, hug, each, each other, India, together, Maori, touch nose). 2.Ability aims:Students can understand the meaning of the dialogue by reading, get information from the dialogue, answer some questions and complete the form. 3.Emotion Attitude:Students can understand the body languages of various countries and respect the customs of them.
Key points 1.Students can master the key words and sentences in this unit. Key words:shake hands, nod our heads, do different things, in different countries, hug each other, put their hands together Key sentences: 1.What do people do in different countries 2.We Chinese often shake hands and smile when we meet. 2.Students can express their thoughts and feelings with the body languages they have learnt.
Difficult points 1.Students can express greetings and communicate with others in English and body languages. 2.Students are able to use the vocabularies and phrases learned in this lesson to introduce the different body languages of Chinese, Russians, Americans, Indians and Maori, and compare the body languages in different cultures.
Teaching analysis Students have learnt English for almost a year.Some of them are able to learn by themselves and learn well.While some students have weak foundation and may not be able to do that, but they can complete the task with the help of the group basically.
Teaching method PWP, cooperative learning, summary analysis
Teaching aids PPT, video
Steps Teacher’s activities Purposes
Warming up&Lead in (3’)(学习理解类活动) 1.Greeting Teacher says"Class begins",but doesn't say“Sit down'. Then ask,“How do you know my meaning "They will answer "gesture". Students stand up, follow the teacher and answer the question. 2.Lead-in (1)Lead to the topic by their answer. (2)Teacher says“Nice to meet you'”to some of them and do different body languages for greeting, such as waving hand, shaking hands, hugging and bowing.(Emphasize touching noses) (3)Guess where I am from. Why Interact with the teacher. 1.Get close to students and let them eliminate tension. 2.Students can be interest in it. 3.To pave the way for the following.
Presentation(10’) (学习理解类活动) Learn the new words. New words: (1)Show a video about body language in different counties and learn new words. (2)Match the new words with the pictures on the PPT.Choose the correct word to the picture. (3)Read the new words.(girls, boys, one by one) Read together and check the answer. (4)Finish activity 1 in the book. Match the three pictures with the expressions. Play the game.(5)Play a game-I say you do. Teacher says the word or expression and students do the action. 1.Catch students' attention. Mobilize their learning enthusiasm. 2.Lay the foundation of the following part.
Listening(7')(学习理解类活动) Guess where they are from. Pre-listening. (1)Learn the new words and let students guess the three pictures.Where are they from Listen and write,then brainstorm. (2)Listen and match the pictures with the nationality. (3)Explore more body languages in different countries and show the different body languages. Listen to the dialogue carefully. Listening to the dialogue. Watch the video and listen to the dialogue between Lingling and Betty and answer one question. Q:What is the dialogue talking about Students use new knowledge to output the expression. Students can catch the main idea of the dialogue quickly.
Practice(10')(应用实践类活动) Read and check the answer. 1.Read the dialogue and check the sentence True or False. Then correct the sentences. Act out the dialogue. 2.Work in pairs.Read the dialogue. (Boys act Lingling and girls act Betty.)Pay attention to the pronunciation and intonation. 3.Fill in the blanks in the table. 4.Show time. Do the role play. 5.Work in groups.One group act the dialogue and other students guess which country people they are. 1.Students can deepen the application and understanding of the new knowledge. 2.To practice oral English.
Product(5')(迁移创新类活动) Make a conversation with the partner. Free talk. Work in groups. Talk about what you do and say when you meet your teacher, parents, best friends and favorite stars. Make up a new dialogue. Q:What do you do when you meet... A:I will ..when I.... 1.To combine knowledge in books with life.
Product(5')(迁移创新类活动) Make a conversation with the partner. Free talk. Work in groups.Talk about what you do and say when you meet your teacher, parents, best friends and favorite stars. Make up a new dialogue. Q:What do you do when you meet... A:I will...when I.... 1.To review what we have learnt today. 2.Elevate students' emotional attitude and values.
Summary(5') Answer the question and do the summary 1.Answer the question:Who touch noses when they meet 2.Ask Ss sum up what we have learnt today. 3.Draw a world map by circling the country cards to let the students know body language is a world language.Maybe body languages are different in different countries, but we can always use a kind to communicate each other. It's just-smile. Smile at the world, the world will smile at you. To let students have a better understanding of what they have learnt from this lesson and let them have a sense of achievement.
Homework Ss can work in group and finish homework. l.Listen and read the dialogue.★（学习理解) 2.Retell the dialogue and remember the body languages we learnt today.★★（应用实践) 3.Underline the difficult and key point in the dialogue.★★（学习理解） 4.Find out more body languages in other countries.★★★（迁移创新） 1.Review this lesson. 2.Connect the preceding and the following. 3.Pave the way for the next lesson.
四、案例评析
在本节听说课的教学设计中，设计了体现主题意义探究、逻辑连贯、可操作、可检测的教学目标，围绕教学目标，教师设计了一系列紧密关联的听说教学活动。
首先，教师通过感知与注意的活动，创设用肢体语言表达意义的情境，导入主题。本节课的教学活动设计以英语学习活动观为指导，通过学习理解类活动，引导学生进入主题、围绕主题获取、梳理、概括、整合基本的事实性信息，指导学生借助可视化图形整理结构化知识。教师通过应用实践类活动，指导学生开展多层次的实践活动，帮助他们内化所学语言和文化知识。教师继而基于问题链设计活动，引导学生分析，促进学生对主题的认识由浅入深，得到发展。教师对教学活动设计意图的说明简洁、清析，与教学目标紧密对接，关注结构化知识的梳理和内化，使学生的思维品质得到循序渐进的发展，体现了教师对学生语言、文化和思维协同发展的关注，确保育人目标在课堂教学中有效落实。
本节课的突出特点是在双减政策下，教师根据学生层次分别设置了符合英语学习活动观的从易到难的层层递进的选作作业。板书设计用简洁的结构图、很新颖、让学生一目了然并能根据结构图复述本节课的所学语言。

展开更多......

收起↑