仁爱版九年级上册Unit 3 Topic 2 Some things usually have different meanings in different cultures. Section B

仁爱版九年级上册Unit
3
Topic
2
Some
things
usually
have
different
meanings
in
different
cultures.
Section
B 教学设计
Ⅰ.
Material
analysis
本课是九年级第三单元第二话题的第二课时。主活动是1a和2a。通过Jane和Yukio不同的问候方式，进入本课的重点：谈论肢体语言。1a通过对话引入话题，1b和1c都是基于1a
而进行的理解练习。2a和2b则让学生学习收集常见的肢体语言。3要求学生完成排序，通过排序的过程，让学生在阅读中理解肢体语言在沟通中的重要性。4是一个很有趣的活动，贴近学生的生活。通过这个活动，也是要求学生在生活中要善于观察，学会“察言观色”。通过本课的学习，让学生通过肢体语言，知道一些讲英语国家的交际礼仪。
Ⅱ.
Teaching
aims
1.
Knowledge
aims：
掌握本课的重点词汇和短语，了解一些讲英语国家的常见肢体语言。
2.
Skill
aims:
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.
Emotional
aims:
(optional)

培养学生在生活中善于观察，并能据此作出适当反应的能力。
4.
Culture
awareness:
(optional)

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。
Ⅲ.
The
key
points
and
difficult
points
1.
Key
points:
Words
and
phrases:
silence,
praise,
research,
secret,
victory,
misunderstanding,
be
known
as,
use
sth.
to
do
sth.,
help
sb.
with
sth.,
avoid
doing
sth.
Sentences:
I
wonder
if
body
language
means
the
same
thing
in
all
cultures.

I
think
that
is
known
as
body
language.
Grammar:
Expressing
the
future
by
present
continuous.
2.
Difficult
points：

能理解在不同的国家，同一个肢体语言的含义是有差异的。
Ⅳ.
Learning
strategies
在交际的过程中，遇到语言障碍，能运用肢体语言来辅助交际。
在学习的过程中，要有意识地收集一些讲英语国家的常见肢体语言。

在做1c
时，要学会使用速记的方法。
Ⅵ.
Teaching
procedures
一
Revision(3mins)

Present
a
picture
in
Section
A,
and
ask
the
Ss
a
question:
How
does
Michale
know
the
stranger
wants
to
ask
for
a
ride (
For
leading
in
the
gestures/body
language)
二
Pre-listening(5mins)
1
Present
some
pictures
about
some
gestures
and
talk
about
their
meanings.(learn typical

Q:
---What
does
this
gesture
show
---It
shows…./It’s
a
sign
of….
2
Choose
some
Ss
to
play
the
game
“I
say,
you
do”.(Have
students
understand
the
gestures.And
the
last
one
is
waving.Lead
to
the
next
step.
Have
the
Ss
know
:
Body
language
means
different
things
in
different
cultures.
三
While-listening(15mins)
1
Have
the
Ss
listen
to
1a
with
the
following
questions
and
learn
“bow.
Qs:
①
Does
waving
mean
saying
goodbye
in
Canada

②
What
do
people
do
when
they
meet
in
Japan
In
this
step
,lead
the
Ss
find
out
the
different
meanings
of
waving
and
the
different
ways
of
saying
hello
in
different
countries.(Body
language
can
help
us
communicate
how
we
feel
and
avoid
misunderstanding,even
if
there
is
silence.)(Learn
silence
and
misunderstanding)
2
Have
the
Ss
listen
to
1a
again
with
the
statements
in
1b.
3
Have
the
Ss
read
1a
together
and
then
finish
1c.
4
Read
1c
tgether.
四
Post-listening(10mins)
1
Let
the
Ss
study
and
discuss
the
gestures
in
2a
and
try
to
match
the
meaning
with
the
gesture.(
teach
the
new
words
“secret,
puzzled,
victory”.)
2
Let
the
Ss
read
3
carefully
and
put
it
in
the
correct
order.(teach
“do
some
research)
In
this
step
,have
the
Ss
know
more
gstures.Encourage
them
to
communicate
well.
五
Finishing-task(5mins)
Let
the
Ss
read
the
instructions
in
4
and
discuss
one
of
their
teachers’
typical
body
language.
Encourage
them
to
report
to
the
whole
class.
六Summarizing
and
assigning
homework(2mins)

1:
Let
the
Ss
sum
up
what
they
have
learned
in
Section
B.

2
Let
the
Ss
descipe
one
of
their
friends’
typical
body
language.
Encourage
them
to
report
to
the
whole
class
next
time.
Ⅶ.
Blackboard
design
Some
things
usually
have
different
meanings
in
different
cultures.Section
B
Words
and
phrases:bowtypicalsilence
--silentpraiseresearchsecretpuzzledvictorymisunderstandingavoid
doing
sth.

Sentences:gesture/body
languagea
sign
of
…I
wonder
if
body
language
means
the
same
thing. Body
language
means
different
things
in
different
cultures.Body
language
can
help
us
communicate
how
we
feel
and
avoid
misunderstanding,even
if
there
is
silence.
七、教学评价设计

《英语课程标准》中提到：英语课程评价体系要有利于促进学生综合语言运用能力的发展，通过评价激发学生的学习兴趣，促进学生的自主学习能力、思维能力、跨文化意识和健康人格的发展。在本节课中，我的评价方式以形成性评价为主，关注学生在学习过程中的表现和进步，并将对学生学习的评价融入到各个教学活动过程中。