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Unit 3 English Around the World Topic 2 Some things usually have different meanings in different cultures.课时教学设计
本单元第1课时 Section A 课型 听说课
语篇研读
What---语篇主题和主要内容 本课属于新课标话题“人与社会”——“社会服务与人际沟通”中的“跨文化沟通与交流，语言与文化”话题，通过以Kangkang、Michael送Wang Junfeng去机场的路上发生的事情为背景呈现主要内容。 Why---语篇传递的主题意义 通过本节课的学习，学生能够知道肢体语言是沟通交流的重要手段之一。 How---文体结构、语言特点及功能 在Section A的学习活动，由Kangkang、Michael送Wang Junfeng去机场的路上发生的事情为背景展开，同时，本课学习活动初步呈现用现在进行时表示将要发生的事情，能运用新语法知识来进行听、说、读、写活动。
学情分析
【已知】 教学对象为初三的学生，学生具备一定的听说能力，能够通过对话获取关键信息，同时也能够运用一些简单的相关的词汇和句子表达自己的看法，观点和意图。 【未知】 学生在日常的实际生活当中针对英语知识进行运用，尤其是用现在进行时表示将要发生的事情。 【能知】 通过本节课的学习，学生能够学习和巩固相关的名词，能通过观察尝试总结出用现在进行时表示将要发生的事情的基本构成，常见的口语表达方式，学会表达自己；能够知道肢体语言是沟通交流的重要手段之一。
课时教学目标
通过本课学习，学生能够： 学习理解： 感知与注意：运用多模态教学，激发学生兴趣，比如Lead-in以看图片说出肢体语言的活动导入；通过听读看，初步理解词汇和语篇意义；通过图片预测语篇内容； 获取与梳理：通过精听和泛听直接从文本获取信息，完成听力练习； 概括与整合：概括对话大意。 应用实践： 描述与阐释：角色模拟扮演对话； 分析与判断：学习和运用日常的功能用语；分析文本中用现在进行时表示将要发生的事情的含义及用法；针对“肢体语言”谈谈自己的理解； 内化与运用：能运用现在进行时表示将要发生的事情来进行听、说、读、写活动。 迁移创新： 推理与论证：提供新的情景，运用正确的现在进行时表示将要发生的事情完成对话。
教学重难点
教学重点： Some expressions: stranger, thumb, minibus, flight, guidebook, whenever, see…off, put out, ask for a ride, give sb. a ride, get on, with his thumb raised, Show the future by present continuous. Talk about different body language. 教学难点： 能理解用现在进行时表示将要发生的事情, 能运用新语法知识来进行听、说、读、写活动；能够知道肢体语言是沟通交流的重要手段之一。
教学方法
英语教学活动观，情境式教学，任务型教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 感知与注意：运用多模态教学，激发学生兴趣，比如Lead-in以看图片说出肢体语言的活动导入；通过听读看，初步理解词汇和语篇意义；通过图片预测语篇内容； 概括与整合：概括对话大意 任务一： Lead in Look at some pictures and learn some new words. Watch a video about body language in different countries.
任务二：Pre-listening Watch and answer. Guess the right order about pictures. 任务一: 观察以看图片说出肢体语言的活动和有关不同国家的肢体语言视频是否能引起学生兴趣，为接下来的学习做铺垫。 任务二： 通过展示课文图片，观察学生能否具备预测课文内容和正确排序的能力。
设计意图 以看图片说出肢体语言的活动和有关不同国家的肢体语言视频导入学习，吸引学生注意力，激发学生的学习积极性；同时通过看图片预测对话内容，可以锻炼学生的预测能力和正确排序的能力，为接下来的课文学习做铺垫。
教学目标 学习活动 效果评价
学习理解： 获取与梳理：通过精听和泛听直接从文本获取信息，完成听力练习； 概括与整合：概括对话大意 应用实践： 描述与阐释：角色扮演对话； 任务三：While-listening Listen to 1a and number the following pictures. Listen to 1a and choose the best answer. Read 1a and Mark True (T) or False (F). Watch the flash of 1a. Then practice in pairs. ChecklistStarLoudness and fluency★★Intonation and feelings★★Pronunciation★
Fill in the blanks according to 1a. 任务三: 观察学生答题情况，评价学生听获取信息的能力。 评价学生能够准确朗读句子，语音语调是否正确。
设计意图 通过泛听和跟读活动，有利于提高学生的语感、语调感知能力以及听力及语言应用能力；通过精听等一系列活动，学生可以针对性地提高学生获取关键信息的能力，解决听力难点。
教学目标 学习活动 效果评价
应用实践： 分析与判断：学习和运用日常的功能用语；分析文本中用现在进行时表示将要发生的事情的含义及用法；针对“肢体语言”谈谈自己的理解； 内化与运用：能运用现在进行时表示将要发生的事情来进行听、说、读、写活动。 迁移创新： 推理与论证：提供新的情景，运用正确的现在进行时表示将要发生的事情完成对话。 任务四: Post-listening Study the sentences carefully and pay attention to the verbs and the time. Work on 3. Pay attention to the verbs and the time. Then fill in the blanks. Learn some language points about the future by present continuous. Learn some language points about the text. Play a game about phrases. Work in pairs. Make up conversations in pairs by following the example. Thinking: The world is beautiful. Let's go out to enjoy our lives. 任务五：summary 任务六：homework 任务四: 评价学生能否正确分析掌握并运用现在进行时表示将要发生的事情； 观察学生能否在新的情境中巩固运用本课重难点； 观察学生能否实践运用现在进行时表示将要发生的事情。 任务五:根据学生回答情况，判断学生是否已经掌握新知。
设计意图 通过玩游戏的方式，让学生在轻松的氛围中学会知识点；通过创设新情境，让学生仿照1a进行新对话，不仅可以锻炼学生迁移运用语言的能力和创新语言表达的能力，也可以培养学生之间的合作精神；展示环节的评价表，可以使教学评一体化，让学生更了解自己需要改进的地方；通过思考和图片展示，让学生多感受外面的世界。
课时教学板书设计
Unit 3 Topic 2 Section A ChecklistStarLoudness and fluency★★Intonation and feelings★★Pronunciation★
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： Review the vocabulary and the sentence structures. 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： Write down the new conversation. 提高运用知识的能力。 加深对本节课内容的理解和消化。
拓展题： Surf the Internet to collect more information about more body language. 培养学生搜索信息的能力，善于运用网络工具了解肢体语言的更多信息。 通过搜索肢体语言的相关资料，学生可以更好地了解异国沟通的文化，避免在交流时出现误会。
课后反思（实施后填写）
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Topic 2 Some things usually have different meanings in different cultures.
（仁爱科普版版）九年级
上
Section A 听说优质课
Unit3 English Around the World
Learning objectives
1
Lead in
Pre-listening
3
While-listening
Post-listening
5
Summary
Assessment
7
Homework
2
4
6
8
1
Learning objectives
After learning the lesson, we can:
01
02
03
learn some core words and expressions of the text;
know about the future by present continuous.
talk about different body language.
It means asking for a ride.
What can you see from the picture
We see a stranger putting out her hand with her thumb raised.
n.陌生人；
n.拇指
2
Lead in
She is seeing her friend off.
see sb. off 为某人送行
2
Lead in
If you go abroad,do you know any common gestures or body languages in other countries
2
Lead in
Where is Wang Junfeng going tomorrow
Where are they now
How does Wang Junfeng go there
Who is Wang Junfeng going with
3
Pre-listening
Watch and answer.
1b Guess the right order.
3
Pre-listening
( )
( )
( )
( )
②
③
④
①
1b Listen to 1a and number the following pictures.
While-listening
4
Listen to 1a and choose the best answer.
( ) 1. What does Michael see a stranger doing
A. Putting out his hand with his thumb raised.
B. Shaking hands with others.
( ) 2. Who is meeting them tomorrow
A. His friend. B. His aunt. C. His uncle.
( ) 3. What is Wang Junfeng worried about
A. His English. B. where to buy the guidebook. C. How to ask for help.
( ) 4. What time is Wang Junfeng's flight
A. At 4 o'clock B. At 5 o'clock C.At 6 o'clock
A
C
A
B
While-listening
4
1. Michael and Kangkang are going to see Wang Junfeng’s family off
at a bus station. ( )
2. Wang Junfeng’s family and the stranger are leaving for Disneyland. ( )
3. The driver stops the minibus and gives the stranger a ride. ( )
4. Michael tells Wang Junfeng to send him an e-mail or call him
if he needs any help. ( )
F
F
T
T
1C Read 1a and Mark True (T) or False (F).
While-listening
4
1a Listen,look and say.
While-listening
4
Fill in the blanks according to 1a.
Wang Junfeng is very excited because he is ______to Disneyland with his parents. His friends Kangkang and Michael are going to _______ them _____.On their way to the _______, there is a ________ asking for a ______.Then they drive there together. Wang Junfeng’s ______ is at 5 o’clock and his uncle is ________ him. But he is still ________about his English. His friends give him some advice. _____________he needs help, he can read the_________, A Tour in the U.S.A, and send an email ________ help.
flying
see
off
airport
stranger
ride
Whenever
flight
worried
meeting
guidebook
for
While-listening
4
He is flying to Disneyland with his parents.
Study the sentences carefully and pay attention to the verbs and the time.
He is going to fly to Disneyland with his parents.
Showing the Future by Present Continuous
现在进行时表达将来
1. I __________ ( move/am moving) to Shanghai next month.
2.I ____________(arrive/am arriving) at school in two minutes.
am moving
am arriving
Language points
He is leaving in an hour.
3 Pay attention to the verbs and the time. Then fill in the blanks.
1. When is Bob going to London
He is going to London next Sunday.
2. When is Wang Junfeng’s uncle meeting him
He is meeting him tomorrow.
3. When is Wang Junfeng leaving
I __________ ( move/am moving) to Shanghai next month.
They _________ (start/are starting) at 8:00 a.m. tomorrow.
We are traveling to Beijing _____________ (next Sunday/
on Sunday).
am moving
are starting
next Sunday
Language points
现在进行时表将来：
am/is/are+ doing
位移动词
非位移动词
going \ coming
leaving \ arriving
driving
starting \ beginning
traveling \ flying
```
seeing \ meeting
sleeping
changing
working
```
eg:
1. The summer holidays are coming.
2. I am arriving home in twenty minutes.
3. My uncle is seeing (meeting) me tomorrow.
Language points
(Wang Junfeng and his parents are going to the USA. Michael and Kangkang are going to see them off. Now they are on their way to the airport.)
Wang Junfeng: I can't believe that I'm flying to Disneyland. I'm so excited.
Kangkang: Of course you are.
(Michael sees a stranger putting out hand with his thumb raised.)
Michael: Stop, please!
Driver: What's up
Michael: The stranger is asking for a ride. Look at his gesture!
(The driver stops the minibus.)
Foreigner: Excuse me, could you please give me a ride to the airport
Driver: Sure. We're going to the same place. Get on, please.
Foreigner: Thank you very much.
让某人搭便车
为某人送行
伸出某人的拇指
请求搭车
上/下车
在某人回家的路上
Language points
(They reach the airport twenty minutes later.)
Kangkang: What time is your flight
Wang Junfeng: At 5 o'clock. My uncle is meeting us tomorrow. But I'm
still worried about my English.
Kangkang: No need to worry. You can buy the guidebook, A Tour
in the USA.
Wang Junfeng: Good idea. I hope I won't have much difficulty in
communication.
Michael: Whenever you need help, send me an e-mail or call me.
Wang Junfeng: Thank you very much. I have to go now. Bye!
做某事有困难
不管什么时候
对…感到担心
Language points
Play a game
see sb. off
为某人送行
have difficulty in sth./doing sth.
做某事有困难
ask for a ride
不管什么时候
whenever
请求搭车
get on /get off
上/下车
put out one’s thumb
伸出某人的拇指
5
Post-listening
4
Make up conversations in pairs by following the example.
travel to Canada/
tomorrow/go with
(friends)
Example:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
A: Who are you going with
B: I’m going with my friends.
5
Post-listening
4
Make up conversations in pairs by following the example.
board(上飞机）/
in several minutes / pick…up(接)
(uncle and aunt)
Example:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
A: Who are you going with
B: I’m going with my friends.
travel to Canada/
tomorrow /go with
(friends)
go to the central park/ this weekend/
give ... a ride
(uncle)
arrive at/at 7 ’clock/
give ... a speech
(Mr Lee)
5
Post-listening
Make up conversations in pairs.
board/
in several minutes / pick…up(接)
(uncle and aunt)
Example:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
A: Who are you going with
B: I’m going with my friends.
A: When are you boarding to California
B: I’m boarding in several minutes.
A: Who are picking you up
B: My uncle and aunt.
Checklist Star
1.Read loudly and fluently. 声音响亮且流利
2.Read with intonation and feelings. 语调正确且富有情感
3.pronounce correctly 发音准确
5
Post-listening
Example:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
A: Who are you going with
B: I’m going with my friends.
go to the central park/ this weekend/
give ... a ride
(uncle)
A: When are you going to the central park
B: I’m going this weekend.
A: Who is giving you a ride
B: My uncle is going to give me a ride.
Checklist Star
1.Read loudly and fluently. 声音响亮且流利
2.Read with intonation and feelings. 语调正确且富有情感
3.pronounce correctly 发音准确
5
Post-listening
Make up conversations in pairs.
Example:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
A: Who are you going with
B: I’m going with my friends.
arrive at/
at 7 ’clock/
give ... a speech
(Mr Lee)
A: When are you arriving at Beijing Hotel
B: I’m arriving at 7 o'clock.
A: Who is giving a speech
B: Mr Lee is giving us a speech.
Checklist Star
1.Read loudly and fluently. 声音响亮且流利
2.Read with intonation and feelings. 语调正确且富有情感
3.pronounce correctly 发音准确
5
Post-listening
Make up conversations in pairs.
The world is beautiful.
Let's go out to enjoy our lives.
5
Post-listening
6
Summary
We learn:
some words: stranger,flight, guidebook, whenever.
2. some phrases: see...off, with his thumb raised, ask for a ride, worry about
3. some sentences:
A: When are you traveling to Canada
B: I’m traveling tomorrow.
We can:
Show the future by present continuous.
Talk about different body language.
7
Assessment
Try hard OK Good Excellent
Read and write new words.
Know the future by present continuous.
Talk about the body language based on pictures and texts by listening to 1a and speaking activities.
Make up a new conversation by the future by present continuous..
8
Homework
基础性作业：
1. Review the vocabulary and the sentence structures.
提高性作业：
2. Write down the new conversation.
拓展性作业：
3. Surf the Internet to collect more information about more body language./ 让教学更有效 高效备课 | 英语学科
单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 仁爱科普版 教材页数 P63-70
单元名称 Unit 3 English Around the World Topic 2 Some things usually have different meanings in different cultures.
单元主题及主要内容分析
主题范畴：人与社会 主题群：社会服务与人际沟通 子主题：跨文化沟通与交流，语言与文化 单元话题：跨文化沟通与交流 主题意义：了解东西方文化的差异，在沟通时，避免因为文化差异引起误会，培养跨文化意识 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义Topic 2 Section A 1a对话以Kangkang、Michael送Wang Junfeng去机场的路上发生的事情为背景。知道肢体语言是沟通交流的重要手段之一。Topic 2 Section B 1a对话Kangkang、Jane和Yukio谈论不同文化中的body language。知道语言具有多样性，知道肢体语言也是文化的一部分；同时，在生活中培养善于观察的习惯。Topic 2 Section C 1a说明文讲述不同文化背景中相同事物所表现的不同文化内涵。了解东西方文化的差异，理解在不同的国家，同一动植物的含义是有差异的；在与英语本土人士交谈时，要注意这些差异，以免引起误会。Topic 2 Section D 1a说明文介绍英语语言的变迁。了解英语语言的变迁，了解语言之间的区别，尊重不同国家的语言文化。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“跨文化沟通与交流”这一话题，开展教学活动。 已有基础 经过前面的学习，学生已经具备了一定的语言基础，能够根据教师设置的各种活动表达自己的观点，为这节课的教学提供了良好的基础。 存在问题 经过学习，学生已经具备了大量的知识储备，但是学生对于不同国家的肢体语言，英式英语和美式英语的区别等不是很了解。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 本单元以“跨文化沟通与交流”为主题，主题为Some things usually have different meanings in different cultures.以语言等讨论为发展主线，完成本单元本话题的语音(如：重音、弱读、读、停顿、升降调等)、词汇(如：表示肢体语言的名词、动词和动词词组)、语法和功能项目的学习，培养学生的听说技能、读写技能和学习策略，如预测、词汇图记忆策略等达到让学生了解东西方文化的差异，在沟通时，避免因为文化差异引起误会等文化意识目标以及在生活中培养善于观察的习惯，培养跨文化意识等情感目标。 【单元学习目标】学习本单元后，能够： 语言能力：在语境中学习一些常见的肢体语言的表达；让学生在真实的口语任务中渗透语音教学；通过观察课文插图来猜测课文内容；运用图片等非语言信息理解主题、复现对话； 学习能力：在做好了情景和内容的铺垫的基础上, 在此情景中学习相关的单词和短语，让学生在具体的语境中掌握现在进行时态表将来的用法。获取文章主要信息的阅读能力，在语篇中进一步理解、掌握和运用现在进行时态表将来的构成。 3.思维品质：在阅读文本过程，学习分析文章的结构；在学习语法时，能正确分析句子结构，正确使用简单句造句；学生能够对本话题的所有知识进行归纳和总结，深刻地了解东西方文化的差异，在沟通时，避免因为文化差异引起误会，培养跨文化意识。 4.文化意识：能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；在书面表达中，能综合运用本话题的语法、词汇、句型，描述英语语言的变迁，进一步了解英语的魅力，培养跨文化意识。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时Section A 听说课 在做好了情景和内容的铺垫的基础上, 在此情景中学习相关的单词和短语，让学生在具体的语境中掌握现在进行时态表将来的用法。 通过两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达自己情感；创设情景，让学生根据问题情景进行对话。
第二课时Section B 听说课 在语境中学习一些常见的肢体语言的表达，并让学生在真实的口语任务中渗透语音教学。 通过回答问题链，评价学生能够听懂对话内容；根据图片和文本，学习现在进行时态表将来的知识点，评价学生对该知识点的掌握。
第三课时Section C 读写课 培养学生在语篇中学习相关的单词和句型，培养学生获取文章主要信息的阅读能力、书面表达能力和学生的跨文化意识。 通过略读回答问题链，精读根据关键词归纳具体信息，评价学生是否能够掌握文章大意；小组讨论对同一动植物在不同国家的含义的理解，并写出一篇短文，评价学生对目标语言的内化。
第四课时Section D 综合复习课 （语法+读写） 培养学生的阅读能力、了解英语语言的变迁，并对本话题的所有知识进行归纳和总结。 通过略读回答问题链，根据关键词复述文章，评价学生是否能够掌握文本的大意，锻炼学生快速而全面获取文本信息的能力。
单元评价设计
过程性评价：通过一系列听、说、读、看、写等学习任务，夯实学生的基础知识，提高语言综合运用能力。 终结性评价：每学完一个Section，利用听写小卷，检测学生的基础知识掌握程度；通过单元检测，检查学生的语言运用能力，并查漏补缺。
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