外研版英语七年级下册 Module 11 Unit 3 Language in use. 教学设计

Module 11 Body Language
Language in Use
Analysis of teaching content
Course selection: New Standard English 7B Module 11
Course category: Reading and writing
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
Key vocabulary—body parts and gestures
Key structures— when/if someone …, it means…
Ability objective
To understand the main idea of the passage
To find specific information in the reading passage
To make a poster on body language
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
To get information from the reading material about body language
To make a poster and write about body language
The teaching importance
Reading sub skills such as predicting, scanning, summarizing, etc.
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
Greeting.
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
Show & Tell: ask one student to perform expression without words, and let other students guess what he means. Words example: happy, hungry…
Think about how to understand others without saying a word --- by using body language
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
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
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
Students read the text again and choose the correct answer on pads in three minutes.
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
Students are asked to complete a passage with proper words to fit in logic and grammar.
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
Watch a video of “Belt and Road” and to stress the importance of international communication.
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)