【教学设计】Unit 1 Body language（英语上教九上）.docx

Module 1 The human bodyUnit 1 Body Language教学设计Lesson 1 Introduction & Reading教材分析This is the first unit of the first module of the textbook. And students start their high school life. Its another stage. It is important to stimulate and strengthen their interest in learning English. The first lesson should be interesting and not so difficult, to help them review a little bit and build up the confidence. This book includes three modules, The Human Body, Colorful Life and Food for Thought, designed to help students get better understanding of their own body and the healthy life style. This unit will present the importance of body language and after that, students can read more information from body language and behave in a proper way. 教学目标By the end of this lesson, students will be able to:Read some basic body language information, such as happiness, anger, sadness, frustration. Understand the importance of body language.Improve their own body language in daily life. 教学重难点The meaning of difference body language, especially when they are presented in different culture. 课前准备Multimedia教学过程Step 1 warm-upThinkWhen and where do people use more body language than spoken language?l Direct the trafficl Judges of sports l Ask for help in the distancel Travel abroad when dont speak English or local languageGuessThe teacher presents some pictures and ask students the questions:Which picture shows anger? Which pictures show happiness?Which picture shows that the person is excited? Uninterested?What does the body language in picture express? What about picture c?【设计意图】本单元的话题是肢体语言。首先提出问题，思考生活中哪些情况使用更多的肢体语言，让本课内容与学生的实际生活产生联系。激活他们的已知和学习兴趣。其次用图片展示一些肢体语言，让学生猜测和联想，进行头脑风暴，为课文阅读预热。Step 2 Fast reading Skim the story and work in pairs to answer the questions below.1. What is the main topic of the story?2. Where are Debbie and Simon?3. Who gives Simon advice?4. Who do you think Debbie do better job from the picture?【设计意图】培养学生通过看图片、小标题、段落首尾句等快速阅读获取信息的能力。Step 3 Careful reading1. Why did Simon not look happy?2. What are the three aspects of communicating?3. Why do people prefer to talk to Debbie?4. What happened after Simon decided to sit up and smile at people?5. Who was the girl that walked over to Simon?6. If you walked into the agency, who do you prefer to talk to? Why?7. What can you learn from the story?【设计意图】培养学生理解文章以及获取细节信息的能力，同时利用这几个问题帮助学生梳理文章脉络。引导学生进行学习反思。Step 4 Read and ThinkPut the events of the story in the correct order by writing 1 to 8 in the blanks.a. Mr Young said that body language is important. _b. The lady walked over to Debbie instead of Simon. _c. Simon began to sit up and smile. _d. A well-dressed lady entered the travel agency. _e. Mr Young said that Debbie made others feel welcome. _f. Simons sister reminded him of her birthday. _g. Simon walked over to the fax machine. _h. Mr Young said that Simon looked downwards. _【设计意图】上述八件小事涉及文章的细节逻辑，训练学生的逻辑思维能力以及对文章的理解程度。Step 5 HomeworkConclude the good body language used by Debbie. And add 2 kinds of body language to help improve their service in the travel agency.【设计意图】通过阅读和理解这篇文章，学生认识到好的肢体语言非常重要，那么，从Debbie身上有哪些值得学习的肢体语言呢？通过总结和反思巩固本文所学内容。Lesson 2 Language Points教材分析This passage focuses on the different body language between Simon and Debbie. There are many verb phrases to describe the differences. 教学目标By the end of this lesson, students will be able to:(1) Use the target words or phrases properly: prefer, communicate, impression, remark, remind, A be more than B, without hesitation.(2) Review and be aware of the usage of different tenses. Simple present, present continuous, simple future, simple past, present perfect, past continuous, past perfect. 教学重难点To use these verbs to describe body language properly and pay attention to the tense. 课前准备Multimedia教学过程Step 1 lead-in and reviewPlease complete the summary of the text with words given in the box, please use the proper form of these words. communicate, prefer, impression, remind, remarkDebbie and Simon are college students. They have part-time job at a travel agency. They are sitting in the office. But people _ Debbie to Simon, they walk over to Debbie to ask for information. No one talked to Simon. He was sad. A senior employee told him he should _ with people through his body language. Simon rest his head on his hand, and doesnt smile. He didnt leave a good _ on people. However, Debbie is holding her head up and she looks at peoples eyes and she smiles, too. Simon decided to improve his body language. And finally, a girl came to talk to him. The senior employee _ that Simon did a good job, but Simon just told him that girl is his sister, she came to _ him of her birthday. 【设计意图】完成文章的复述，一方面对课文内容进行复习，另一方面巩固重点词汇的理解与运用。Step 2 target language Teaching method in this part: Present-Practice-production (Present the important expressions, practice in context, production with his/her own sentences.)1. prefer A to B原文再现：people always prefer Debbie to me. I couldnt understand it. (Lines 12-13) 大家都更喜欢Debbie。prefer A to B 喜欢A胜过Bprefer doing A to doing B 宁愿做A而不做Bprefer to do A than to do B宁愿做A而不做Bwould rather do A than do B宁愿做A而不做Bpreference n. 偏爱，爱好，喜爱2. communicate with sb.原文再现：Its the way you communicate. (Line 14) （原因在于）你与人沟通的方式。 / Communicating is more than speaking and listening. (Lines 17-18) 沟通不只是听和说。/ Your whole appearance communicates things. (Lines 24-26) 你展示出来的种种都在传递信息。communicate with sb 和交流E.g. Dolphins use sound to communicate with each other. 海豚用声音相互沟通。communicate sth (to sb) 把传递给（某人）E.g. The officer communicated his orders to the men by radio. 军官通过无线通讯录向他的士兵发布命令。communication n. 沟通，交流3. impression原文再现：The way you look at people doesnt give them a good impression, Simon. (Lines 26-28) 西蒙，你看人的方式没有给人留下好印象。/ You made a good impression on her. (Lines 51-52) 你给她留下了一个好印象。Give sb a(n) + adj. impression 给某人留下某印象Give a(n) + adj. impression to sb 给某人留下某印象Make/leave a(n) + adj. + impression on sb 给某人留下某印象Impress v. 给某人留下印象4. without hesitation 原文再现：Without hesitation she went to Simon and gave him a big smile. (Lines 46-48) 她毫不迟疑地走向西蒙，并给了他一个大大的微笑。毫不犹豫地，毫不迟疑地（做状语）hesitation n. 犹豫，常见搭配：without hesitation / have no hesitation in doing sthhesitate v. 对（某事）犹豫，迟疑不决5. remark原文再现：Mr Yong came over at once and remarked, You made a good impression on her. (Lines 50-52) Yong先生走过来评判到：“你给她留下了一个好印象。”remark on/upon sth/sb 评论/评定/说起某人某事6. remind原文再现：She wanted to remind me that tomorrow is her birthday. (Lines 53-55) 她是我妹妹，她来提醒我明天是她的生日。remind sb of/about sth 提醒某人某事；使某人想起remind sb to do sth 提醒某人去做某事7. A be more than B原文再现：Communicating is more than speaking and listening. (Lines 17-18) 沟通不只是听和说。more than 超出，不仅仅more than + adj. 非常【设计意图】讲解重点词汇，把握词根进行适当的拓展。在语境中学习词语。Step 3 different tensesTeachers use PPT to present some pictures to create context to show different tenses. And Students should try to figure out and conclude what tenses have been presented. Examples:You often rest your head on your hand.She is holding her head up.It will be sunny tomorrow.He sat up and smiled at people.People have communicated with body language.Was the sun shining at that time?After I had finished the book. I switched off the light. Tenses included: simple present, present continuous, simple future, simple past, present perfect, past continuous, past perfect.【设计意图】教师呈现例句，让学生尽快回顾各种基本时态。Try to figure the differences among tenses through practice. Practice 1I read stories in my spare time.I am reading a story now.-Have you moved into the new house?-Not yet. The rooms are being painted.Practice 2He served in the army from 1952 to 1954.He has served in the army for 5 years.I saw Hero last year.I have seen Hero before.Practice 3He joined the army 3 years ago.He has been in the army for 3 years.It is 3 years since he joined the army. Practice 4He studied there two years ago.He said he had studied two years before.Helen had left her keys in the office so she had to wait until her husband came home.I had hoped to meet Tom this evening, but I found nobody left in the room.By then he had learnt English for 3 years.【设计意图】通过同一个句子与不同时间词搭配时辨析动词时态的选用。Step 4 consolidationPlease finish the exercise on your textbook on page6, page7 and page8.【设计意图】在不同场景下选用合适时态的动词，在语篇中练习和巩固。Lesson 3 Listening and Speaking教材分析Skills for this unit focuses on identifying descriptive words and try to use these words to describe people. 教学目标By the end of this class, students are able to:l Identify descriptive words in a dialogue l Describing people 教学重难点Identify different kinds of descriptive words.课前准备PPT, multimedia教学流程step 1 listen and complete the notes belowBallet historyl It is a (1)_ form of art.l The movements are very (2)_ and (3)_.l Ballet can tell stories and express (4)_ moods.l This kind of (5)_ dance started 400 years ago in (6)_ Europe.l It became a (7)_ show on its own in the (8)_ century.l It has become a (9)_ means of entertainment in many places round the world.l Through television, (10)_ people can watch two of the (11)_ ballets, Swan Lake and Sleeping Beauty.Conclusion descriptive words are usually adjective, and they often follow articles: a, an, thelinking verbs: be, seem, get, become, etc.possessives: my, your, his, her, our, etc【设计意图】从一篇文章入手，让学生自己从文中总结出描述性词汇的特征，并学会归纳和总结。Step 2 speaking When do we need to describe a person?l When we want to introduce a new friend.l When the police want to find out more evidence. l Before we have a blind date.l Etc.What do we usually talk about when we describe what someone looks like?l Age: a teenager, about sixteen, twenty-five years oldl Height: tall average height, shortl Weight: thin average weight, heavyl Hair: short, black, medium-length, blond, long, brownl Eye color: blue eyes, brown eyes, dark eyes.l Dressing: in a red dress, a pair of black pants, a large coatl Personality: always smile, happy, a little bluePractice 1What would you like to describe the teacher?Practice 2Guess game: students are divided into two groups, each time, one student is going to describe one of the classmates, the rest students in two groups need to guess who he/she is describing, the faster group which guess out the specific person will win the game. If the group win one round, the win one point. This can last for several rounds.【设计意图】先给学生搭好支架，让他们了解描述一个人的几个方面，再从身边熟悉的老师和同学入手，开始练习。第二个活动既增加了课堂的趣味性，竞争的形式也激发了同学开口表达的热情。Lesson 4 Writing教材分析This unit focuses on writing short messages such as reminders, notes and invitations. 教学目标By the end of this class, students are able to:Understand why and when we write short messages;Write a short message in correct form.教学重难点The form of a short message课前准备PPT, multimedia教学流程Step 1 understand w