1、U3T2SB1Section B. Material analysis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 Yukio 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
2、 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 。. Teaching aims1. Knowledge 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。2. 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
3、言。3. Emotional aims: (optional)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。4. Culture awareness: (optional)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。九年级上册教学案例设计2. The key points and difficult points1. Key points: Words and phrases: silence, praise, research, secret, victory, misunderstanding, be known as, use sth. to do sth., hel
4、p sb. with sth., avoid doing sth.Sentences: I wonder if body language means the same thing in all cultures.I think that is known as body language.Grammar: Expressing the future by present continuous.2. Difficult points： 能理解在不同的国家，同一个肢体语言的含义是有差异的。. 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
5、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。. 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。U3T2SB3. Teaching procedures Stage(time period)InteractionpatternsTeacher activity Student activity Remarks1Getting students ready for learning(2mins)Class activityChoose some Ss to play the game “I say, you
6、do”.T: Hi, everyone! Fun time now! Would you like to play a game with me? Who wants to try? Dont worry. Its very easy. Just act out what I say.T: Good luck.T: Show respect.T: Express anger. T: Show agreement.T: Show friendship. .Listen to the teachers instructions and act accordingly.老师可以把 1a 和 3 里面
7、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。2Revision(3mins)Individual workPrepare some Chinese sentences and ask the Ss to translate them into English and then read them out.T: Look at these sentences, you have to put Translate the sentences into English and read them out.S1: They are leaving for Be
8、ijing 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九年级上册教学案例设计4them into English on a piece of paper, then I will choose some Ss to read your sentences.tomorrow.S2: Mr. White is staying here for only three days.S3: My mom is cooking in the kitchen now.S4: Miss Lee is coming back in three days.体现。3Pre-listening(3mi
9、ns)Individual workLet the Ss read the statements in 1b and 1c and learn “bow, hip” by themselves.T: Read the statements in 1b, 1c. Try to learn the two new words by yourselves. If you have any difficulty, you can ask your partner or me for help. Read the statements in 1b and 1c. Learn “bow, hips”. G
10、uess some of the blanks in 1c.让学生学会在听前进行猜测。4While-listening(6mins)Individual workIndividual Step 1: Play the tape recorder. Let the Ss do 1b. T: Listen to the tape, do 1b.Step 2: Play the tape recorder again. Let the Listen to 1a and do 1b.Listen to 1a again and do 1c. 在学生做 1c 时，老师U3T2SB5work Ss do
11、1c. Tell the Ss to write the short forms at first and then write down the full words. T: Listen to the tape again. This time, you fill in the blanks, but dont try to complete the words at one time; you can just write the short forms at first. You can finish them after listening.要告诉学生：不要试图一次性写完单词，只需要
12、要写一个自己明白的简体，听完以后再补充完整。5Post-listening(23mins)Individual workGroup workStep 1: Let the Ss read 1a, find the new words “silence, praise, research”, check the answers to 1b and 1c by themselves, then check together. Finish 1b and 1c.T: Now, lets check the answers.Step 2: Let the Ss read 1a again, discu
13、ss in groups and list the key points. Finish 1a.Read 1a, find the given words, learn the words and check the answers.S1: T,T,F,F,F.S2: body, respect.S3: peace, friendship.S4: happy, cultures, communicate.Read 1a again, discuss in groups and list the key points.让学生通过构词法、反义词来学习新词的读音或含义。Silentsilence r
14、e+ search =research Punishpraise 九年级上册教学案例设计6Group workIndividual workGroup workT: Read 1a again, discuss in groups, and list the key points.Step3: Let the Ss study and discuss the gestures in 2a and try to match the meaning with the gesture.T: We have learned some gestures, now we will learn more.
15、Study and discuss the gestures in 2a. Try to match them correctly.Step 4: Check the answers and teach the new words “secret, puzzled, victory”. Finish 2a.Step 5: Let the Ss discuss in groups. Collect more gestures. Encourage some groups to act out, and let the other Ss guess what they mean. Finish 2
16、b.S1: be known as, use sth. to do sth.S2: help sb. with sth.S3: do some research, as a sign of,.Study 2a and discuss in groups.Match the meaning with the gesture.Check the answers and learn the new words.S1: f,d,e,b,c,a.Discuss in groups, act out and guess. Finish 2b.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
17、中顺便教授新词汇。U3T2SB7Group workT: Besides these gestures, do you know any other gestures? Please discuss in groups, then act them out in the front, the other Ss will guess. Go ahead!S1: (act to be tired and sleepy )S3: (act to have a toothache.)Step 6: Let the Ss read the instructions in 4 and discuss on
18、e of their teachers typical body language. Encourage them to report to the whole class. Finish 4.T: Have you ever noticed my body language? Of all your teachers, who has the most typical body language? Now, discuss in groups, and then report to the class. The example may help you a lot. Pay attentio
19、n to the liaison and intonation.S2: Tired and sleepy! S4: Have a toothache!Discuss one of the teachers typical body language and report to the class. Finish 4.S1: Miss Zhangs typical body language is touching her hair.S2: Mr. Wangs typical body language is rubbing his nose.S3:在学生讨论时，老师要适当提供帮助，有些动词或名
20、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。九年级上册教学案例设计86Finishing Task 3(4mins)Individual work andGroup workLet the Ss read 3 carefully and put it in the correct order. First let the Ss do it alone, and then check in groups. Remind the Ss to pay attention to the topic sentence, the supporting sentence and the co
21、njunction words: but, so, however.T： Now, lets move to 3. Read the sentences first, and then put them in the right order. Before you begin to order, you had better find the topic sentence and the supporting sentences. Pay attention to the conjunctions like “but, so, however, for example”. If you fin
22、ish, check it in your group. We will check it together later.T: Can you tell me your order now?T: Ok, you have different answers. What is the right order?Read 3 and put the sentences in the correct order. 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。
23、通过中心句和关联词等来排序。强调词组：avoid doing sth.。U3T2SB97Summarizing and assigning homework(4mins)Group work Step 1: Let the Ss sum up what they have learned in Section B.T: How time flies! There is not much time left.We ought to sum up the key points. Lets begin with the new words.T: And phrases?T:Step 2: HMK:L
24、et the Ss search some Chinese idioms about dogs, dragons and mice. Find out the special meanings of peacock, bat, and bamboo.T: Tomorrow, We are going to learn the meanings of some animals and plants in different cultures. Id like you to search some Chinese idioms about dogs, dragons and mice and fi
25、nd out the special meanings of peacocks, bats and bamboo.Sum up and speak them out .S1: bow, hip,S2: silence, praise, research, S3: be known as, use sth. to do sth.,S4: do some research, avoid doing 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
26、 在中 国 文 化 里 的 含 义 即 可 。九年级上册教学案例设计10. Blackboard designSome things usually have different meanings in different cultures.Section BWords and phrases:silencepraiseresearchsecretvictorymisunderstandingbe known asuse sth. to do sth.help sb. with sth.avoid doing sth.have difficulty in sth./doing sth.Grammar:Use present continuous to express the future.Sentences:I wonder if body language means the same thing.I think that is known as body language.
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