初中英语北京课改版九年级全册Unit 2 Body Language优秀教学设计

这是一份初中英语北京课改版九年级全册Unit 2 Body Language优秀教学设计，共2页。
 授课日期 课型listening and speaking授课教师 教学课题总课时：  第 1    课时教 学 目 标教学重点能听懂不同的肢体语言，并在生活中用正确的方式与人交流。教学难点运用所学词汇和句子，表达某人生气或开心时的行为表现。教学方法通过听力活动，目标语言操练表达某人生气或开心时的行为表现教学准备Colorful pictures,radio 教学 过 程 教师活动设计学生活动设计设计意图时间安排[Step 1 Warming up    1.Look at the pictures and try to understand person’s thought. 2.Look and say      Try to guess what do the pictures mean. And tell us their feelings. Step2  Pre-reading1.Teach the new words by using the pictures in the PPT.[来源:学科网]2.tell them people may communicateIn different ways. Next we’re going to someone talking abutHow people use their body language. Step 3 While-listening[来源:学,科,网Z,X,X,K] Listening1  The first time: Ask Ss to listen to the recording and answer 2 questions check in pairs.The second time: Ask Ss to listen once more and check with the whole class. Meanwhile pay attention to the target language. Listening21.ask the students to talk aboutThe pictures 2.ask the students to listen andmatch and check the answersask the students to listen andfill in the blanks. Step 4  Post-listeningAsk the Ss to read after the Recorder and read the dialoguesBy themselves.2. Ask the Ss to do pair work usingthe sentencesStep5 Homework Look at the pictures And tell us their feelings.[来源:学#科#网]    [来源:学&科&网]Learn the new words.        Listening and get the main idea.    talk about the pictureslisten to the recorderfor the first timeand check the answerlisten to the recordertwice and fill in the blanksAsk the Ss to read after the Recorder and read the dialogues By themselves.  激发学生的学习兴趣，引起学习期待     学习新词汇，为听力做一定词汇的铺垫。  Listening and get the main idea.        学生谈论相关图片为听力做好准备。培养学生听细节信息的能力  通过生活化的语境让学生感知新的语言内容，提炼新语言。5’      5’       20’                  [来源:学科网ZXXK] 10’     5’板 书 设 计Could you tell me the facial expression of .....When my ...is angry....What about your father , linli?........   Interesting ...... 课后反思 通过这一堂45分钟的课要反映出来的是学生的自主学习能力、小组合作能力、问题分析能力等。课堂上要充分体现以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情景、对话、协作等学习环境要素充分发挥学生的主动性、积极性和创新精神，最终达到使学生有效地实现对当前所学的知识点和语言点融会贯通地使用的目的