Unit1Lesson1BodyLanguage教学设计九年级英语北师大版全一册

Unit1Lesson1BodyLanguage教学设计(第一课时)

LessonFocus

•Passivevoice

•Talkingaboutthebodylanguageyouoftenuse

Warmup

Exercise1

Purpose:tohelpstudentsmatchbodylanguagewiththeirmeanings

•Beforedirectingstudentstothephotos,showthemthegestureswithyourhand(andwithastudentforthehighfive).Askthemiftheyrecogniseanyofthegestures.Ask“Whatdoyouthinktheymean?”

•Thendirectstudentstothephotos.Readthelabelsforthebodylanguagealoud.Havestudentsactoutthebodylanguageasyousaythem.

•Say“Matchthebodylanguagewiththeirmeanings”.Monitor,offeringhelpasneeded.Youmaywishtohavestudentsworkinpairs.

Answers

1.d,2.c,3.a,4.b

Expansion:ThinkaboutIt!

AskstudentstosaywhetherornotthefourtypesofbodylanguageareappropriateorinappropriateinChineseculture.Askstudentsiftheyknowwhetherornotthebodylanguageisappropriateorinappropriateinothercultures,forexample,inEuropeancountries,MiddleEasterncountries,Africancountries,NorthorSouthAmericancountries,orotherpartsofAsia.

Reading

Exercise2

Purpose:tohelpstudentsskimatexttoansweraquestion

·Directstudentstothephotos.Ask“Whatdoyouthinkthesetypesofbodylanguagemean?”Elicitanappropriateresponse,forexample,Theyshowgreetings.Ifyoufeelyourstudentsarereadytodotheexercise,youmayskipthisstep.

•Askstudentstotellyouwhatskimmingis.Makesurestudentsunderstandthatskimmingatextmeansthatyoureadtogetthegeneral,overallidea.Say“Skimthetext.Whatisthewriter'sopinionontheimportanceofbodylanguage?”Monitorasstudentsread,offeringhelpasneeded.

•Goovertheanswer,askingastudenttosaytheansweraloud.

Answers

Answerswillvarybutshouldincludethefollowing:

It'simportantthatwelearntounderstandothercultures'bodylanguage.

Exercise3

Purpose:tohelpstudentsanswerquestionsbasedonatext

·Directstudentstothequestions.Readthemaloudorhaveastudentreadthem.Say“Nowreadthetextandanswerthequestions”.Monitorasstudentsread,offeringhelpasneeded.

·Goovertheanswers,askingindividualstudentstosaythemaloud.

Answers

Answerswillvarybutshouldincludethefollowing:

1.Sometimeswecanunderstandmessageswithoutwords.

2.BowinginJapan,kissinginEurope,andshowingyourfeetintheMiddleEast.

Exercise4

Purpose:tohelpstudentspleteatablebasedonatext

•Directstudentstothetext.Ask"Whattypesofbodylanguageismentionedinthetext?"Givestudentssometimetolocateandunderlinethetypes(nodtheirheads,puttheirfingersuptotheirmouths,shrugtheirshoulders,bow,kiss,shakehands).Ifyoufeelyourstudentsareready,youmayskipthisstep.

•Directstudentstothetable.Say“pletethetableaccordingtothetext”.Monitor,offeringhelpasneeded.Ifstudentsneedsupport,havethemworkinpairs.

•Goovertheanswers,askingindividualstudentstosaythemaloud.

Answers

agreement;putfingeruptomouth;understand,care;westerncultures;respect;Asia/AsianCountries,Japan;kiss;shakehands

Expansion:ShowWhatYouKnow!

Showstudentsaworldmap.Askthemtolocatethecountriesmentionedinthereading.Havethemsaywhattheylearnedaboutthebodylanguageinthosecountries.Askthemtoshareanyotherinformationtheyknowaboutbodylanguageinotherpartsoftheworld.

Grammar:Passivevoice:presentsimple

Exercise5

Purpose:tohelpstudentspleteatablewiththepresentsimpleinthepassivevoice

•Followthesestepstoteachthepassivevoice:

⭕Carryoutanaction,forexample,dropapenonthefloor.Ask“WhatamIdoing?”ElicitorprovideYoudropapenonthefloor.(Evenifstudentsanswerwiththepresentcontinuous,saythesentenceinsimplepresentforillustrationofthisgrammarpoint.)Writethesentenceontheboard.Ask“What'sthesubjectofthesentence?”ElicitYou.Thenask“What'stheverb?”Elicitdrop.

⭕Repeattheactiontointroducethepassivevoice.Dropyourpenontheflooragain.Say“I’lltellyouthistime,butI’llbeginthesentenceinadifferentway.Listen:Thepenisdroppedonthefloor”.Writethissentenceontheboard.Askstudentstoidentifythesubject.ElicitThepen.Askthemtoidentifytheverbandelicitisdropped.Underlinetheverbinthesentence.

⭕parethetwosentences.Directstudentstothefirstsentenceandask,“Isthesubjectdoingtheaction?”ElicitYes.Explainthatthesubjectisactive,theonewhodoestheaction.

⭕Pointtothesecondsentenceandask,“Isthesubjectdoingtheaction?”ElicitNo.Explainthatthesubjectispassive;itisthethinghavingtheactiondonetoit.

⭕parewhathappenstotheverbs.Pointtothefirstsentenceandask,“What'stheverbtense?”Elicitpresentsimple.Thenshowstudentstheverbinthesecondsentence:thehelpingverbbeisusedinthepresenttense,is,withthepastparticipledropped.

⭕Giveanexamplewithare.Dropseveralpensatthesametime.Ask“WhatamIdoing?StartthesentencewithThepens...”.Challengestudentstofigureouttheyshoulduseareinsteadofisthistime.ElicitThepensaredroppedonthefloor.

⭕Providemoreexamplesbycarryingoutmoreactions.Havestudentstellyouwhatyouaredoing,usingthepassivevoice.Forexample,putsomebooksunderachair:Booksareputunderachair.Closeabook:

Abookisclosed.Writewordsontheboard:Wordsarewrittenontheboard.Giveenoughexamplestomakestudentsfortablewiththeuseofsimplepresentinthepassivevoice.Reviewpastparticiples,ifnecessary.

⭕Givesomeexamplesofpassivevoicewithquestionsandnegativestatements.Carryoutsomeactionsaroundtheclassroom.Forexample,dropsomepapersonthefloorandask,“Arepensdroppedonthefloor?”

Challengestudentstoanswerbyusingthetainegativeform,No.Pensaren'tdroppedonthefloor.Papersaredropped.Writethequestionandnegativeformsontheboard.Practisesomemore.

⭕Discusshowtousethepassivevoiceinareallifecontextbydirectingstudentstothetotext.Askthemtofindanexampleofpassivevoice.Theyshouldindicatethefirstsentence.Writethisontheboard：Bodylanguageisusedeverywhere.Askstudentstoidentifythesubjectandverb.Ask“Doweknowwhodoestheaction?”ElicitNo,wedon't.Explainthatinsomecases,it'snotimportanttoknowwhodoestheaction——theactionismoreimportantthanthe“doer”oftheaction.Insomecases,wecan'tknowwhodoesit.Explainthatthesearewhenweusethepassivestudentstothesentenceandask,“Whichismoreimportant,thedoeroftheactionortheaction?”ElicitTheaction.

⭕Introduceanexamplewithabyphrase.First,saythesentenceintheactivevoice:Theteacherclosesthebook.Thensayitinthepassivevoice:Thebookisclosedbytheteacher.Explainthatinthepassivevoice,thedoeroftheactionfollowstheprepositionby.Say“Findanexampleofthepassivevoicewithabyphraseinthetext”.Studentsshouldidentify,inthefirstparagraph,Somemessagesareunderstoodbypeoplearoundtheworld...Saythesentenceintheactivevoice,orelicititfromyourstudents:Peoplearoundtheworldunderstandsomemessages...Ask“Whichismoreimportant,theactionorthedoeroftheaction?”ElicitorprovideTheaction.Explainthatwhenweknowthedoeroftheaction,buttheactionismoreimportant,wecanusethepassivevoicewithabyphrase.Havestudentsfindothersentencesinthepassivevoicewithbyphrasesinthereading.Thendosomeotheractionsandhavestudentsusethepassivevoicewithabyphrase.Pointoutthat