仁爱科普版九年级上册Unit 3 English around the WorldTopic 2 Some things usually have different meanings in diff

这是一份仁爱科普版九年级上册Unit 3 English around the WorldTopic 2 Some things usually have different meanings in different cultures.教学设计及反思，共10页。

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Yuki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
Knwledge 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。
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。
Emtinal aims: (ptinal)
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。
Culture awareness: (ptinal)
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 pints and difficult pints
1. Key pints:
Wrds and phrases: silence, praise, research, secret, victry, misunderstanding, be knwn as, use sth. t d sth., help sb. with sth.,
avid ding sth.
Sentences: I wnder if bdy language means the same thing in all cultures.
I think that is knwn as bdy language.
Grammar: Expressing the future by present cntinuus.
2. Difficult pints：
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。
Ⅴ. Teaching aids
图片/录音机/幻灯片/准备好材料的小黑板/卓别林的幽默剧片段等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
(2mins)
Class activity
Chse sme Ss t play the game “I say, yu d”.
T: Hi, everyne! Fun time nw! Wuld yu like t play a game with me? Wh wants t try? Dn’t wrry. It’s very easy. Just act ut what I say.
T: Gd luck.
T: Shw respect.
T: Express anger.
T: Shw agreement.
T: Shw friendship.
...
Listen t the teacher’s instructins and act accrdingly.
老师可以把1a 和3里面的肢体语言编进来。能够播放一小段卓别林的幽默剧更好，无声电影都是通过肢体语言来表达的。
2
Revisin
(3mins)
Individual wrk
Prepare sme Chinese sentences and ask the Ss t translate them int English and then read them ut.
T: Lk at these sentences, yu have t put them int English n a piece f paper, then I will chse sme Ss t read yur sentences.
Translate the sentences int English and read them ut.
S1: They are leaving fr Beijing tmrrw.
S2: Mr. White is staying here fr nly three days.
S3: My mm is cking in the kitchen nw.
S4: Miss Lee is cming back in three days.
用现在进行时态表示正在进行的动作和表示将要进行的动作都要有所体现。
3
Pre-listening
(3mins)
Individual wrk
Let the Ss read the statements in 1b and 1c and learn “bw, hip” by themselves.
T: Read the statements in 1b, 1c. Try t learn the tw new wrds by yurselves. If yu have any difficulty, yu can ask yur partner r me fr help.
Read the statements in 1b and 1c. Learn “bw, hips”. Guess sme f the blanks in 1c.
让学生学会在听前进行猜测。
4
While-listening
(6mins)
Individual wrk
Individual wrk
Step 1: Play the tape recrder. Let the Ss d 1b.
T: Listen t the tape, d 1b.
Step 2: Play the tape recrder again. Let the Ss d 1c. Tell the Ss t write the shrt frms at first and then write dwn the full wrds.
T: Listen t the tape again. This time, yu fill in the blanks, but dn’t try t cmplete the wrds at ne time; yu can just write the shrt frms at first. Yu can finish them after listening.
Listen t 1a and d 1b.
Listen t 1a again and d 1c.
在学生做1c时，老师要告诉学生：不要试图一次性写完单词，只需要要写一个自己明白的简体，听完以后再补充完整。
5
Pst-listening
(23mins)
Individual wrk
Grup wrk
Grup wrk
Individual wrk
Grup wrk
Grup wrk
Step 1: Let the Ss read 1a, find the new wrds “silence, praise, research”, check the answers t 1b and 1c by themselves, then check tgether. Finish 1b and 1c.
T: Nw, let’s check the answers.
Step 2: Let the Ss read 1a again, discuss in grups and list the key pints. Finish 1a.
T: Read 1a again, discuss in grups, and list the key pints.
Step3: Let the Ss study and discuss the gestures in 2a and try t match the meaning with the gesture.
T: We have learned sme gestures, nw we will learn mre. Study and discuss the gestures in 2a. Try t match them crrectly.
Step 4: Check the answers and teach the new wrds “secret, puzzled, victry”. Finish 2a.
Step 5: Let the Ss discuss in grups. Cllect mre gestures. Encurage sme grups t act ut, and let the ther Ss guess what they mean. Finish 2b.
T: Besides these gestures, d yu knw any ther gestures? Please discuss in grups, then act them ut in the frnt, the ther Ss will guess. G ahead!
S1: (act t be tired and sleepy )
S3: (act t have a tthache.)
Step 6: Let the Ss read the instructins in 4 and discuss ne f their teachers’ typical bdy language. Encurage them t reprt t the whle class. Finish 4.
T: Have yu ever nticed my bdy language? Of all yur teachers, wh has the mst typical bdy language? Nw, discuss in grups, and then reprt t the class. The example may help yu a lt. Pay attentin t the liaisn and intnatin.
Read 1a, find the given wrds, learn the wrds and check the answers.
S1: T,T,F,F,F.
S2: bdy, respect.
S3: peace, friendship.
S4: happy, cultures, cmmunicate.
Read 1a again, discuss in grups and list the key pints.
S1: be knwn as, use sth. t d sth.
S2: help sb. with sth.
S3: d sme research, as a sign f,...
Study 2a and discuss in grups.
Match the meaning with the gesture.
Check the answers and learn the new wrds.
S1: f,d,e,b,c,a.
Discuss in grups, act ut and guess. Finish 2b.
S2: Tired and sleepy!
S4: Have a tthache!
Discuss ne f the teachers’ typical bdy language and reprt t the class. Finish 4.
S1: Miss Zhang’s typical bdy language is tuching her hair.
S2: Mr. Wang’s typical bdy language is rubbing his nse.
S3:..
让学生通过构词法、反义词来学习新词的读音或含义。
silent－silence
re+ search =research
punish－praise
通过图片直接展示2a，让学生说出含义更好，老师可以在解释的过程中顺便教授新词汇。
在学生讨论时，老师要适当提供帮助，有些动词或名词学生可能不会表达。汇报完以后，选出描述得最惟妙惟肖的组别。
6
Finishing Task 3
(4mins)
Individual wrk and
Grup wrk
Let the Ss read 3 carefully and put it in the crrect rder. First let the Ss d it alne, and then check in grups. Remind the Ss t pay attentin t the tpic sentence, the supprting sentence and the cnjunctin wrds: but, s, hwever.
T：Nw, let’s mve t 3. Read the sentences first, and then put them in the right rder. Befre yu begin t rder, yu had better find the tpic sentence and the supprting sentences. Pay attentin t the cnjunctins like “but, s, hwever, fr example”. If yu finish, check it in yur grup. We will check it tgether later.
T: Can yu tell me yur rder nw?
T: Ok, yu have different answers. What is the right rder?
Read 3 and put the sentences in the crrect rder. Check the answers.
S1: 1-4-3-7-6-2-5.
S2: 1-3-4-7-6-5-2.
S3:...
Ss: 1-3-4-7-6-5-2.
老师一定要告诉学生做这种排序题的技巧。通过中心句和关联词等来排序。强调词组：avid ding sth.。
7
Summarizing and assigning hmewrk
(4mins)
Grup wrk
Step 1: Let the Ss sum up what they have learned in Sectin B.
T: Hw time flies! There is nt much time left.
We ught t sum up the key pints. Let’s begin with the new wrds.
T: And phrases?
T:..
Step 2: HMK:
Let the Ss search sme Chinese idims abut dgs, dragns and mice. Find ut the special meanings f peacck, bat, and bamb.
T: Tmrrw, We are ging t learn the meanings f sme animals and plants in different cultures. I’d like yu t search sme Chinese idims abut dgs, dragns and mice and find ut the special meanings f peaccks, bats and bamb.
Sum up and speak them ut .
S1: bw, hip,..
S2: silence, praise, research, ..
S3: be knwn as, use sth. t d sth.,
S4: d sme research, avid ding sth.
S5:..
布置这道作业，有利于减轻学生在下一次课的负担，相当于了解更多的背景知识。老师只要学生了解这些动植物在中国文化里的含义即可。
Sme things usually have different meanings in different cultures.
Sectin B
Wrds and phrases:
silence
praise
research
secret
victry
misunderstanding
be knwn as
use sth. t d sth.
help sb. with sth.
avid ding sth.
have difficulty in sth./ding sth.
Grammar:
Use present cntinuus t express the future.
Sentences:
I wnder if bdy language means the same thing.
I think that is knwn as bdy language.