Unit 1 Language
Lesson 1 Body Language
First Period
教学目标
在本课学习结束时，学生能够：
1、通过阅读，概括出作者在肢体语言重要性上的观点，总结出肢体语言是如何帮助我们交流的。
2、在文中找到并写出肢体语言在不同文化中所表达的意思。
3、复述文章内容，与同伴分享常用的肢体语言。
4、了解不同文化在肢体语言上的异同，培养跨文化交流意识。
教学重点：不同肢体语言在不同文化中所表达的意思
教学难点：使用肢体语言时我们会遇到的困难
教学过程
教学环节
教师活动
学生活动
设计意图
时间
Getting ready
Step 1
Step 2
1.. Ask Ss a question “What languages can you speak?”to brainstorm the concerned knowledge.
2. Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”
Have Ss brainstorm the forms of language.
2. Ask Ss to look at the photos on P.5 answering “what form of the language they are?”
Answer the question
Read key words and discuss questions in pairs
Answer questions.
激活学生知识储备，引出本单元话题。
帮助学生了解某些国籍和语言的异同，以免混淆。
提出相关问题，复习已学知识，引人本课话题。
3
3
Pre-reading
Step 3
1. Make some gestures with hands and ask Ss to guess the meanings.
2.Have Ss match the body language with their meanings in Warm-up on P6
Guess the meanings of gestures the teacher has made.
Match the meanings of body language.
通过匹配常见的肢体语言和它们的含义，学生初步了解肢体语言的作用，为较好地理解课文作铺垫
3
While-Reading
Step 4
Step5
Step 6
Step 7
1st reading
Ask Ss to skim the text and sum up the writer’s opinion on the importance of body languages.
2nd reading
Have Ss read the text again and answer questions in Ex.3
Get Ss into pairs and discuss their answers and then check the answers in class.
3rd reading
1.Ask Ss to complete the table on P7 according to the text.
2. Get Ss to share answers in pairs and then ask individual Ss to say them aloud.
4th reading
1. Play the recording and ask Ss to read with it.
2. Have Ss read by themselves and try to understand.
Skim the text and sum up the writer’s opinion on the importance of body languages.
1.Read the text again and answer questions in Ex.3
2. Discuss answers in pairs and then check the answers in class
Read the text and complete the table.
2. Share the answers in pairs and then say them aloud.
Read the text and try to understand it.
让学生略读课文，了解文章大意，培养学生通过寻找主旨句、关键词等信息来概括作者的观点。
通过再次阅读，学生进一步熟悉课文意思，能详细了解到肢体语言在跨文化交流中的重要性，增强他们尊重文化差异和跨文化交流的意识。
通过找读，学生能进一步获取文章细节信息，明确肢体语言在不同文化中所表达的意思，正确使用肢体语言与他人交流。
模仿自然的语音语调语流，强化信息和语言。
2
6
8
4
Post-reading
Step 8
Step 9
1.Ask Ss to retell the text according to the given information in groups
2. Get one or two groups to share their retelling.
Have Ss talk about the body languages they often use in pairs.
1. Retell the text according to the given information in groups.
2. Share their retelling
Talk about the body languages they often use in pairs.
通过复述课文的形式检测学生对课文的理解程度，巩固和内化课文内容。
以pair work 形式让学生谈论日常生活中常用的肢体语言及表达的意思。
6
5
Homework
听录音大声朗读课文
完成P119. Ex.D
将复述的课文内容整理在作业本上。
Lesson 1 Body Language
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1、通过课文复习，进一步加强对本课内容的理解，巩固相关语言。
2、通过体会、观察和总结例句，归纳出一般现在时被动语态的结构和用法。
3、通过模仿运用，多层面练习，熟悉和巩固一般现在时被动语态的用法。
4、运用一般现在时的被动语态造句、编对话来谈论一个事件。
教学重点：被动语态（一般现在时）的结构和用法
教学难点：在真实情境中正确使用被动语态（一般现在时）
教学过程：
教学环节
教学活动
学生活动
设计意图
时间
Review
Step 1
1. Ask Ss to read the text and fill in the blanks.
2. Ask Ss to underline the sentences with passive voice in the text.
Read the text and fill in the blanks.
Underline the sentences with passive voice.
通过朗读课文和填空练习，复习上节课所学的信息和语言，引导学生关注被动语态的句子，初步感知被动语态的用法。
6
Grammar
Step 2
1.Ask Ss to read and observe the underlined sentences, and to sum up the rules of passive voice to complete the table in Ex.5
2. Show Ss the usage of passive voice.
3. Ask Ss to do different exercises to consolidate what has been learned.
Read and observe the underlined sentences, sum up the rules of passive voice to complete the table in Ex.5
Learn about the usage of passive voice.
Do exercise.
引导学生通过朗读体会、观察分析句子，总结出被动语态的语法规则。
详细讲解被动语态，帮助学生构建知识体系。
通过设计不同的练习来巩固、检测被动语态，及时内化。
26
Speaking
Step 3
Ask Ss to make dialogues using the passive voice on the topic “Who usually does the following housework in your family?”.
Have two or three pairs to represent the dialogues in class.
Make dialogues in pairs.
Represent the dialogues.
创设真实情境，鼓励学生用含有被动语态的句子编对话、谈论一个事件，让学生在真实的语境中运用被动语态，培养口头表达能力。
8
Homework
朗读P. 7 Ex.5，6，7的句子。
完成P.118 Ex. B。
把课上编的小对话整理在作业本上，注意使用被动语态。
课件33张PPT。
