Unit 3 English around the World Topic 2 Section B（教案，表格式） 2024-2025学年仁爱版英语九年级上册

Unit 3 English Around the World
Topic 2
Some things usually have different meanings in different cultures.
Section B
一、教学构思
文本解读：
[What] 本课的话题是“人与社会”的一个子话题“文化差异--肢体语言”, 本节课是一节听说课。主要谈论了不同文化背景后下的肢体语言所代表的不同含义。
[Why] 本节课是这一话题的第2课时，主要谈论了肢体语言这一话题在不同文化背景下呈现的差异性，旨在培养学生逐步建立起对文化差异的交际意识，激发学生的学习积极性，开拓视野，深入了解各国不同的肢体语言。
[How] 本课中1a对话部分中通过Jane和Yukio不同的问候方式的探讨，引入学生对肢体语言是否在所有文化中含有相同含义的这一话题的探讨和思考。2a和2b活动的设计意在让学生学习认识常见的肢体语言以及含义。Part 3部分的内容设计意在让学生在阅读小篇章中认识到肢体语言在沟通中的重要性，并建立起对文化差异的交际意识，激发学生的学习积极性，深入了解各国不同的肢体语言。
设计思路：
对于“肢体语言”的逐步不同层面的了解过程是本节课的主线。本节课是听说课，在听前环节的设计上，我首先从憨豆先生视频导入进入对于“肢体语言”这一概念的定义和具体文化内涵的学习。文化背景的铺设，直观的多媒体视频的展现，帮助学生们建立起肢体语言的初步了解。接着我通过呈现古今中外多样的肢体语言运用的场景图片引导学生们探讨学习肢体语言的意义，并一起建立起对于这一话题的基本共识和背景文化渲染。通过语境的生词学习过程也很好的为下一步听的环节消除了障碍。做了铺垫。在2a环节上，学生又认识了些具体常见的肢体语言以及简单含义。在前期大量的铺设之后，进入1a的听中的环节上，我做了“两听”的处理。一个是所听肢体的语言的勾选。另一个是课文1b部分判断正误的环节设计。1a部分的学习进一步引发学生们对肢体语言是否在所有文化中含有相同含义的这一问题的探讨和思考，从文化层次上思考肢体语言的差异性的问题。听后环节上，Part 3部分的内容设计意在让学生在阅读小篇章中认识到肢体语言在沟通中的重要性，并建立起对文化差异的交际意识，激发学生的学习积极性，深入了解各国不同的肢体语言。 培养学生对于不同文化礼仪的差异性问题的探讨加强意识培养。本节课在一步步的课堂活动设计中逐步建立起学生对文化差异的交际意识的培养。
二、教学目标及重难点
教学目标
1.通过本节课的学习，掌握本课的重点词汇，短语等，如silence, praise, research, secret, victory, misunderstanding, be known as,avoid doing sth. 和句型 I wonder if body language means the same thing in all cultures. I think that is known as body language.等。
2.了解一些英语国家的常见肢体语言。能看懂一些常见的肢体语言，能在沟通中合理地运用肢体语言。
3.通过本节课的学习，加强听力技能的训练，以及利用表格提取对话主要信息并利用表格复述课文的能力。
4.通过本节课的学习，能理解在不同的国家，同一个肢体语言的含义是有差异的。培养学生对文化差异的交际意识，让学生知道语言具有多元性，知道肢体语言也是文化的一部分，了解各国文化礼仪差异也是我们学习英语的目的。
重难点
1.了解一些英语国家的常见肢体语言。能看懂一些常见的肢体语言，能在沟通中合理地运用肢体语言。
2.通过本节课的学习，加强听力技能的训练，以及利用表格提取对话主要信息并利用表格复述课文的能力。
三、教学过程
Stage (time period) Interaction patterns Teacher activity Students activity Purpose
1 Getting students ready for learning Class activity Question:How does Mr. Bean communicate with others Lead students to think about body language and its culture background. Enjoy the video , think about the question and build up the basic concept or definition about body language Warm up and get the basic concept or definition about body language
2 Pre-listening Class activity Present the statements about body language help students to build up the background about body language and teach the new words and phrases such as “a sign of, respect, silence”. Study and discuss the gestures in 2a and try to match the meaning with the gesture. 3. Check the answers and teach the new words “secret, puzzled, victory”. Finish 2a. 4.Predict: Let students to predict the main content of the dialogue in 1a. 1.Read the statements about body language and learn the new words and phrases such as “a sign of, respect, silence” 2. Study 2a and match the meaning with the gesture. Learn more gestures and their meaning. 3.Get to know the background about the dialogue. Get to know body language and its culture background. New words or phrases learning Get to know some common gestures used in America. Predicting helps to brainstorm the main content of the dialogue of 1a
3 While-listening Class activity and individual work Step 1: List some common body language and ask students to read them aloud. Let the students listen to 1a and tick out the body language the dialogue refers to. Play the recording. And check the answer Step 2: Play the recording again. Let the Ss do 1b. Mark T (true) or F (False). Tell the Ss to read the statement before listening. Help students to form good listening habits. Check the answer. Read the body language in the box. Learn some body language.”wave one's hand, crosses the arms,put one's hands on the hips...” Students read the statement before listening and form good listening habits. Guess some possible answer and first judgement. Develop students’ listening skills .
4 Post-listening Class activity Class activity and individual work Class activity and individual work Step 1: Ask students to read 1a sentence by sentence after the tape. Step 2: List the key points. Step3: Read 1a and fill in the blanks in 1c. Develop students’ transforming ability for changing the dialogue into a passage. Step 4: Let the Ss complete the table below. And try to retell 1a with the help of 1a. Person (who)Body language (what)Situation (when) Country (where)Meaning (why)
1.Read 1a with the recording aloud. 2.Learn the key points and take notes if necessary Details studying and learning for 1a. 4.List the body language in 1a and talk about its meaning and usage . Read and understand Grammar , key phrases Develop students’ transforming ability for changing the dialogue into a passage. The table with items like who,what,how,where and why helps students to retell the main content quickly and easily.
5 Finishing Task 3 Individual work and Group work Let the Ss read 3 and put it in the correct order. First let the Ss do it alone, and then check in class. Remind the Ss to pay attention to the topic sentence, the supporting sentence and the conjunction words: but, so, however. Read 3 and put the sentences in the correct order. Check the answers.pick out the body language. Deeper thinking and understanding about body language: body language means different things in different cultures.
6 Summarizing and assigning homework Group work Step 1: Let the Ss sum up what body language they have learned in Section B in group. Write it on the paper and report it to the class. Body language is a sign of culture. It is the most powerful unspoken language around the world......... But some body language means different things in different cultures. So we should use it properly. Step 2: HMK: Read 1a and part 3. Review the body language and the meaning . Memorize useful expressions and key sentences which we learn today. Finish Section B in your workbook. Try to do more research about Chinese or foreign countries’ body language. Sum up what body language they have learned in Section B in group. Write it on the paper and report it to the class. Review and summarize the main content of this class. Extend the self learning after class and develop students’ self-learning abilities. Review and summarize the main content of this class. Extend the self learning after class and develop students’ self-learning abilities.