Unit 7 Know Our World Lesson 40 Body Language（表格式教案）

教学设计
基本信息 名称 Lesson 40 Body Language
课时 1
所属教材目录 冀教版八年级下册
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 我校为农村中学。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 掌握课标要求的四会词汇：European, kiss, nod, polite;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 了解不同的肢体语言在不同文化下的不同含义；学会介绍自己知道的肢体语言；掌握表述肢体语言常用的重点句型。
难点 表述肢体语言常用的词汇和句型；对比和比较在说明文中的应用；不定式的用法。
教学策略与 设计说明 单词教学主要采用情景教学法，课文理解主要采用任务型教学法，语法知识点教学主要采用温故知新的方式，语法知识点的质量检测采用简单的填空题，而对肢体语言的理解采用玩游戏表演的方式监测，使学生在轻松愉悦的环境下学习和提高。
教学过程
教学环节（注明每个环节预设的时间） 教师活动 学生活动 设计意图
Greetings Greet the students: Good morning, class! Good morning teacher!
Pre-reading Lead in the new words with the following question: Do you know what body language is Teach vocabulary:1. What are they doing 2. How do the Europeans, the Italians, for example, greet each other Do you agree Give me your answer, but don’t say a word.When we agree, we nod our heads in China. Right (Thumb up and say) Well done! And ask: What do we do when we mean well done If we put our thumbs upward, it’s polite, but if we put them downward, it’s not polite, or say, rude.Do you know the following expressions 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.It’s polite /rude to do sth. Read and learn new words:They are greeting someone.(greet)They kiss each other on both cheeks with their lips. (European, Italian, kiss, cheek, lip)Nod their heads. (nod)We give a thumbs-up sign. (thumbs-up)(polite, rude)1. 肢体语言2.握手3. 彼此欢迎问候4. 亲吻彼此双颊5. 点头 6. 摇头7. 竖拇指8. 指点9. 挥手再见10. 做……礼貌/不礼貌 Learning new words under certain situation helps the students remember and use them better.
While-reading Play the tape once. Ask students to listen carefully and write down the missing words in the text.Ask students to tell about the main idea.Ask students to do the True or False questions of Exer. 1. Write down the missed words.Tell about the main idea.Do the True or False questions.(T F F T) Check if they remember the words.Get the main idea of the text.
Play the tape again. Ask students to read after. Check the answers to the blank filling and the True or False questions one by one.Ask students to answer some questions:What is body language Is body language the same in all cultures How many body languages are mentioned in this lesson What are they How do people in China greet each other How do people in some European countries greet each other What do people in India mean when they nod their heads What about in most other countries What does a thumbs-up in most cultures/ Australia/ Japan / Germany mean How do people point to things in most places And in other places What does Italian goodbye look like in America What does American goodbye look like in many parts of Europe and South America Is there a body language the same all around the world If yes, what is it (Encourage the students to act friendly to the world with a picture: Smile at the world and it will smile back.) Read the text.Check the answers to the True or False questions.(Individual work.)It is a way of communicating without speaking. Not all body languages are the same.Eight: shake hands, kiss, nod one’s head, shake one’s head, thumbs-up, point to things, goodbye waving, and smile.They shake hands.Kiss each other on both cheeks.No.Yes.Well done./ Not polite./ Five./ One.With their fingers.With their lips.Yes. It is smile. Read for details.
1. Ask students to fill in the blanks of Exer. 2 after reading the text again.2. Ask students to make sentences according to the table filled. e.g. In some European countries, people kiss each other to show friendship and love. Read the text and fill in the blanks.(In China and some other countries, Kiss, no, In Australia, In Germany)Make sentences according to the table filled. Read for details.
Discussion: Since cultures are so different in different countries, what should we do when we go to a foreign country (Pair work) When in Rome, do as the Romans do. … Further thinking and expression.
Ask students to underline the phrases and sentences they don’t understand and learn them together with the students. 1. In China and abroad, people sometimes communicate without speaking.2. It’s another way to show friendship and love.3. They think it’s rude to point with a finger.… Read for questions and work them out together with the teacher’s help.Without doing…不用……“to do”作后置定语“to do”作逻辑主语 Grammar study.
Ask students to find all the sentences with “to do”, and divide them into groups and summarize the use of “to do”.1. In China and some other countries, friends shake hands to greet each other.2. …but they shake hands to show friendship and trust.3. It’s another way to show friendship and love.4. They think it’s rude to point with a finger.Learn more about “to do” with some blank filling questions:1. My dream is ____(set up) my own company.2. I am very happy ___(meet) you.3. It’s fun ___(talk) with friends on the phone.4. My mother asked me ____(go) shopping with her.5. I’m busy doing my homework, so I have no time ___(play) with you.(There is still more about “to do” to learn in the future.) Find all the sentences with “to do”, and review the use of “to do”.目的状语目的状语后置定语逻辑主语表语原因状语逻辑主语宾语定语 Review infinitive “to do”.
Post-reading Lead the students to review: What did we learn New words: greet, European, kiss, cheek, nod, thumbs-up, polite, lip, rude, ItalianPhrases: shake hands with…, nod/shake one’s head, mean the opposite, well doneSentences: 1. In China and abroad, people sometimes communicate without speaking.2. But body language is not the same in all cultures. 3. It’s another way to show friendship and love.4. In India, when people nod their heads, they mean “no”.5. In most places, people point to things with their fingers.6. They think it’s rude to point with a finger.7. One body language is the same all around the world: a smile. Summarize the new words, phrases, sentence structures learned and try to remember them. Review.
Show the students some pictures and ask them to tell about people’s minds. Read the pictures and tell about people’s minds.He is thinking.He is impatient or in a hurry.They’re bored. Interesting games help the students understand and remember.
Game play: divide the students into two groups. One group act and the other group guess. (group work)
Homework 1. Do some research on more interesting body languages and write a piece of writing about them in your own words.2. Find out if only people can use body language. If not, present examples. Check and develop.
Blackboard design Lesson 40 Body LanguageNew words: European---Europe, kiss, nod---shake, polite---impolite/rude Italian---Italywithout doingIt’s another way to …It is … (for …) to …Structure:Part 1(1). Different body languages have different meanings in different cultures.Part 2(2-6). Examples: shake hands, kiss, nod and shake one’s head, thumbs-up, goodbye waving, point to things.Part 3(7). There is a body language that means the same in all cultures: a smile.
Conclusion We learned about some common body languages, and their different meanings in different cultures. The useful expressions for body language and the use of“to do”should be mastered for future use.
教学反思 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。听力练习分三部分：听大意、判对错和填单词。其中填单词环节不但可以帮助学生理解课文，还可以检验学生对新学单词的掌握情况。而阅读部分包括四个环节：答问题、填表格、解疑难和总结“to do”。以此完成对课文的熟练掌握。最后进行练习归纳和游戏环节，检验及巩固学习效果。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.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。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. 教师“牵”的痕迹比较重，在师的“导和辅”和生的“探和学”方面应继续加强改进。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。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。如果再上这节课，我打算把它上成一节阅读课，引导学生利用自身积累，自己从结构比较简单、主题比较熟悉的语篇中寻找有用的信息，提高自主学习能力。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。听课老师们认为这节课总体比较令人满意，基本达到了新课标的要求。但是学生参与不够积极，建议想办法更好调动学生的热情和积极性。我认为说得非常中肯。所以在今后的教学中，我要更好地研究和吃透教材，针对不同的主题和目的，设计不同的教学方案，使我的课堂更加多样化、活起来，并进一步减少教师说和导的部分，加大学生练和学的部分，争取早日使之真正成为可持续发展的学生的课堂。