Unit-1-Body-language(英語上教九上)

1、精選優(yōu)質(zhì)文檔傾情為你奉上精選優(yōu)質(zhì)文檔傾情為你奉上專心專注專業(yè)專心專注專業(yè)精選優(yōu)質(zhì)文檔傾情為你奉上專心專注專業(yè)Module 1 The human bodyUnit 1 Body Language教學(xué)設(shè)計(jì)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 strengthe

2、n 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

3、 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. 教學(xué)目標(biāo)By the end of this lesson, students will be able to:Read some basic body language information, such

4、 as happiness, anger, sadness, frustration. Understand the importance of body language.Improve their own body language in daily life. 教學(xué)重難點(diǎn)The meaning of difference body language, especially when they are presented in different culture. 課前準(zhǔn)備Multimedia教學(xué)過程Step 1 warm-upThinkWhen and where do people u

5、se more body language than spoken language?Direct the trafficJudges of sports Ask for help in the distanceTravel 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 pictu

6、re shows that the person is excited? Uninterested?What does the body language in picture express? What about picture c?【設(shè)計(jì)意圖】本單元的話題是肢體語言。首先提出問題，思考生活中哪些情況使用更多的肢體語言，讓本課內(nèi)容與學(xué)生的實(shí)際生活產(chǎn)生聯(lián)系。激活他們的已知和學(xué)習(xí)興趣。其次用圖片展示一些肢體語言，讓學(xué)生猜測(cè)和聯(lián)想，進(jìn)行頭腦風(fēng)暴，為課文閱讀預(yù)熱。Step 2 Fast reading Skim the story and work in pairs to answer the q

7、uestions below.What is the main topic of the story?Where are Debbie and Simon?Who gives Simon advice?Who do you think Debbie do better job from the picture?【設(shè)計(jì)意圖】培養(yǎng)學(xué)生通過看圖片、小標(biāo)題、段落首尾句等快速閱讀獲取信息的能力。Step 3 Careful readingWhy did Simon not look happy?What are the three aspects of communicating?Why do peop

8、le prefer to talk to Debbie?What happened after Simon decided to sit up and smile at people?Who was the girl that walked over to Simon?If you walked into the agency, who do you prefer to talk to? Why?What can you learn from the story?【設(shè)計(jì)意圖】培養(yǎng)學(xué)生理解文章以及獲取細(xì)節(jié)信息的能力，同時(shí)利用這幾個(gè)問題幫助學(xué)生梳理文章脈絡(luò)。引導(dǎo)學(xué)生進(jìn)行學(xué)習(xí)反思。Step 4 Re

9、ad and ThinkPut the events of the story in the correct order by writing 1 to 8 in the blanks.Mr Young said that body language is important. _The lady walked over to Debbie instead of Simon. _Simon began to sit up and smile. _A well-dressed lady entered the travel agency. _Mr Young said that Debbie m

10、ade others feel welcome. _Simons sister reminded him of her birthday. _Simon walked over to the fax machine. _Mr Young said that Simon looked downwards. _【設(shè)計(jì)意圖】上述八件小事涉及文章的細(xì)節(jié)邏輯，訓(xùn)練學(xué)生的邏輯思維能力以及對(duì)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 hel

11、p improve their service in the travel agency.【設(shè)計(jì)意圖】通過閱讀和理解這篇文章，學(xué)生認(rèn)識(shí)到好的肢體語言非常重要，那么，從Debbie身上有哪些值得學(xué)習(xí)的肢體語言呢？通過總結(jié)和反思鞏固本文所學(xué)內(nèi)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. 教學(xué)目標(biāo)By the end o

12、f 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, presen

13、t perfect, past continuous, past perfect. 教學(xué)重難點(diǎn)To use these verbs to describe body language properly and pay attention to the tense. 課前準(zhǔn)備Multimedia教學(xué)過程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,

14、 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 shoul

15、d _ 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 h

16、im. 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. 【設(shè)計(jì)意圖】完成文章的復(fù)述，一方面對(duì)課文內(nèi)容進(jìn)行復(fù)習(xí)，另一方面鞏固重點(diǎn)詞匯的理解與運(yùn)用。Step 2 target language Teaching method in this part: Present-Practice-production (Present the important expressions, pr

17、actice in context, production with his/her own sentences.)1. prefer A to B原文再現(xiàn)：people always prefer Debbie to me. I couldnt understand it. (Lines 12-13) 大家都更喜歡Debbie。prefer A to B 喜歡A勝過Bprefer doing A to doing B 寧愿做A而不做Bprefer to do A than to do B寧愿做A而不做Bwould rather do A than do B寧愿做A而不做Bpreference

18、 n. 偏愛，愛好，喜愛2. communicate with sb.原文再現(xiàn)：Its the way you communicate. (Line 14) （原因在于）你與人溝通的方式。 / Communicating is more than speaking and listening. (Lines 17-18) 溝通不只是聽和說。/ Your whole appearance communicates things. (Lines 24-26) 你展示出來的種種都在傳遞信息。communicate with sb 和交流E.g. Dolphins use sound to commu

19、nicate with each other. 海豚用聲音相互溝通。communicate sth (to sb) 把傳遞給（某人）E.g. The officer communicated his orders to the men by radio. 軍官通過無線通訊錄向他的士兵發(fā)布命令。communication n. 溝通，交流3. impression原文再現(xiàn)：The way you look at people doesnt give them a good impression, Simon. (Lines 26-28) 西蒙，你看人的方式?jīng)]有給人留下好印象。/ You made

20、 a good impression on her. (Lines 51-52) 你給她留下了一個(gè)好印象。Give sb a(n) + adj. impression 給某人留下某印象Give a(n) + adj. impression to sb 給某人留下某印象Make/leave a(n) + adj. + impression on sb 給某人留下某印象Impress v. 給某人留下印象4. without hesitation 原文再現(xiàn)：Without hesitation she went to Simon and gave him a big smile. (Lines 4

21、6-48) 她毫不遲疑地走向西蒙，并給了他一個(gè)大大的微笑。毫不猶豫地，毫不遲疑地（做狀語）hesitation n. 猶豫，常見搭配：without hesitation / have no hesitation in doing sthhesitate v. 對(duì)（某事）猶豫，遲疑不決remark原文再現(xiàn)：Mr Yong came over at once and remarked, You made a good impression on her. (Lines 50-52) Yong先生走過來評(píng)判到：“你給她留下了一個(gè)好印象?！眗emark on/upon sth/sb 評(píng)論/評(píng)定/說起

22、某人某事remind原文再現(xiàn)：She wanted to remind me that tomorrow is her birthday. (Lines 53-55) 她是我妹妹，她來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A be more than B原文再現(xiàn)：Communicating is more than speaking and listening. (Lines 17-18) 溝通不只是聽和說。more than 超出，不僅僅more than + adj. 非?！驹O(shè)計(jì)意

23、圖】講解重點(diǎn)詞匯，把握詞根進(jìn)行適當(dāng)?shù)耐卣?。在語境中學(xué)習(xí)詞語。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

24、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 continuou

25、s, past perfect.【設(shè)計(jì)意圖】教師呈現(xiàn)例句，讓學(xué)生盡快回顧各種基本時(shí)態(tài)。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

26、 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 i

27、n 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.【設(shè)計(jì)意圖】通過同一個(gè)句子與不同時(shí)間詞搭配時(shí)辨析動(dòng)詞時(shí)態(tài)的選用。Step 4 consolidationPlease finish the exercise on your textbook on page6, page7 and page8.【設(shè)

28、計(jì)意圖】在不同場(chǎng)景下選用合適時(shí)態(tài)的動(dòng)詞，在語篇中練習(xí)和鞏固。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. 教學(xué)目標(biāo)By the end of this class, students are able to:Identify descriptive words in a dialogue Describing people 教學(xué)重難點(diǎn)Identify di

29、fferent kinds of descriptive words.課前準(zhǔn)備PPT, multimedia教學(xué)流程step 1 listen and complete the notes belowBallet historyIt is a (1)_ form of art.The movements are very (2)_ and (3)_.Ballet can tell stories and express (4)_ moods.This kind of (5)_ dance started 400 years ago in (6)_ Europe.It became a (7)_

30、 show on its own in the (8)_ century.It has become a (9)_ means of entertainment in many places round the world.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

31、, thelinking verbs: be, seem, get, become, etc.possessives: my, your, his, her, our, etc【設(shè)計(jì)意圖】從一篇文章入手，讓學(xué)生自己從文中總結(jié)出描述性詞匯的特征，并學(xué)會(huì)歸納和總結(jié)。Step 2 speaking When do we need to describe a person?When we want to introduce a new friend.When the police want to find out more evidence. Before we have a blind date.E

32、tc.What do we usually talk about when we describe what someone looks like?Age: a teenager, about sixteen, twenty-five years oldHeight: tall average height, shortWeight: thin average weight, heavyHair: short, black, medium-length, blond, long, brownEye color: blue eyes, brown eyes, dark eyes.Dressing

33、: in a red dress, a pair of black pants, a large coatPersonality: 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 i

34、n 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.【設(shè)計(jì)意圖】先給學(xué)生搭好支架，讓他們了解描述一個(gè)人的幾個(gè)方面，再?gòu)纳磉吺煜さ睦蠋熀屯瑢W(xué)入手，開始練習(xí)。第二個(gè)活動(dòng)既增加了課堂的趣味性，競(jìng)爭(zhēng)的形式也激發(fā)了同學(xué)開口表達(dá)的熱情。Lesson 4

35、Writing教材分析This unit focuses on writing short messages such as reminders, notes and invitations. 教學(xué)目標(biāo)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.教學(xué)重難點(diǎn)The form of a short message課前準(zhǔn)備PPT, multimedia教學(xué)流程Step 1 unde