Unit 3 Language in use教学设计(第二课时)

课文标题

Module11 Body Language 单元名称

Unit3 Language in use 授课年级

七年级

一、课型：Revision and application 二、教学内容分析

本模块以身势语为话题，向学生介绍一些国家人们常用的身势语，着重介绍在不同国家初次见面和表达问候时的身势语，目的是通过这些使学生了解不同文化，增强国际意识，尊重他国文化，同时也使学生明白包括身势语在内的语言在国际交流中的重要性，这也是英语课程标准中所阐述的教学目标之一。

本单元是本模块的第三单元，从语言知识角度来讲，本单元的重点是训练学生对祈使句的理解和使用。教师首先应让学生了解祈使句通常用在什么样的语境中，所表达的意义是什么，然后训练学生自己尝试使用祈使句。在教学中，教师可以通过提供多种语境，进行大量的语言输入和训练，使学生掌握如何正确使用祈使句提出要求和建议。本单元的任务是制作关于身势语的海报，学生制作海报的过程不仅是对所学语言和文化知识的总结和呈现，同时也是进一步学习新知识的过程。

三、教学对象分析

初一下学期的学生已经具备一定的语言基础和词汇量，同时也掌握了一些阅读方法并且具备独立思考问题和解决问题的能力，教师旨在通过听说读写等一系列教学活动，营造轻松活跃的课堂气氛，充分调动学生各种感官进行认知和知识的内化。

四、学习目标分析

正确掌握如何正确使用祈使句提出要求和建议。

（一）语言知识目标

1. 话题：Body Language

2. 语音：能正确发音/pl/

/fr/

/br/

3. 词汇：理解和领悟以下词汇和短语在本课中的意义并学会运用。

名词：

finger

foot

leg

arm

knee

German

Russian 动词：

bow

bring

shake

smile

形容词：rude

personal

polite 4. 语法：巩固、运用祈使句

5. 功能：能够正确运用祈使句

（二）语言技能目标

（1）能梳理本模块所学的不同国家的身势语知识。

（2）能正确使用祈使句，提炼用法。

（三）学习策略目标

自主学习，独立思考的能力。

与他人合作、交流，寻求帮助与提高。

（四）文化意识目标

能够通过语篇，了解不同国家身势语。

（五）情感态度目标

在教学过程中，学生通过实践、参与有意义的各种形式的活动，体验与他人合作，共同完成学习任务的乐趣，通过对不同国家身势语的归纳学习，了解不同风俗，提高对英语学习的兴趣。

五、教学过程

Step 1 lead-in

Teacher shows some puzzles to students. Let students guess some words about our body. 1. the long thin parts on your handfingers2. the part of your face which you put mouthfood into, or which you use for speaking3. the part of your face that you smell nosewith and breathe (呼吸) through

【设计意图】通过热身活动，激活学生的思维，激发学生的学习积极性；对单词进行复习，为本文话题学习做铺垫。

Step 2 Pre-task

1. Teacher asks students to practise body language as the sentence. Say helloChineseRussianAmericanIndianMaori shake hands and smilekiss three timesshake hands,kiss or hug each otherput hands together and nod their headstouch noses_____ people usually _____ when they meet.

【设计意图】复习第一单元的身势语。

2. Ask the students to look at the passage to answer the questions. Around the w rldThe Japanese bowIn Japan, people bow to say “thank you”, “sorry”,“hello”，“goodbye”, “you’re welcome”，“excuse me”, and many other things. Children and young people bow lower when they greet older people. It’s a way of being polite and showing respect.why:"thank you", "sorry"to say _________________"hello", "goodbye",_______________________" you're welcome"_______________________how:Children and young people bow lower_____ when they greet ____ olderpeople.

Teacher gives the students one minute to discuss and then work in pairs to check the answers. 【设计意图】由复习第一单元的身势语，引出日本的身势语，让学生了解世界不同地方的风俗。

Step 3 While-task

1. Ask students to say what they can /can’t do in different countries.

Stand closeTouch peoplethe Middle EastNorth AmericaChinaBritian

【设计意图】复习第二单元知识及祈使句相关内容

2. Let the students read Activity 1, then work in pair to understand the imperative sentence.

Work in pairs. Talk about do’s and don’ts in a foreign country.Do’sBritain•Stand in line.•Shake hands.•Say “please”and “thank you”.•Open doors for others.•Look at people when you talk.•Be on time.Don’ts•Touch people.•Ask a woman’s age.•Stand too close.•Say anything too personal.Pair workA: Can we... in Britain?B: Yes,we can.No,we can't. Don't....

【设计意图】学生小组合作学习，让学生在小组共同学习中熟悉祈使句表达的意义。

3. Ask the students to discuss the questions and make a dialogue about the pictures, then sum up the imperative sentence.

A: Can we be late forclass?What can we do at school?What can’t we do at school?B: No, we can’t. We can’t be late for class.Don’t be late for class.Be on time.

A: Can you fight?B: No, We can’t. We can’t fight.

Don’t fight.Be friendly.A:Canwe eat in class？B: No, we can’t. We can’t eat in class.Don’t eat in class.Eat after class.

【设计意图】让学生交流学习祈使句用法

4. Let the students finish Activity3 and check the answer.

3 Rewrite the sentences.（改写成祈使句）It’s important to listen to the teacher.Listen to the teacher.You cannot shout in the classroom.Don’t shout in the classroom.1. It’s important to be careful.2. It’s important to clean and tidy the lab.3. You cannot touch anything if the teacher doesn’t ask you to.4. You cannot bring food or drink into the lab.5. You cannot enter the lab alone.

I.用括号内所给动词的恰当形式填空。Don’t be1.It’s an important meeting. _________ (not, be) late.Don’t make2.___________ (not, make) any noise! Your mother is sleeping.’t speak3.Don__________ (not, speak) with your mouth full of food.Don’t talkread4._________ (not, talk) and _______ (read) aloud.

【设计意图】通过此项任务让学生对祈使句的用法有进一步的理解。

Step 4 Post-task 1. Ask the students to make a poster about what can/can’t do in school. Making a poster about what can/can‘t do in school（the dining hall, the library, the playground, the English class）.Write the information on your poster.

【设计意图】通过制作海报，在训练的写作能力的同时，进一步掌握祈使句的用法。

Step 5 Homework

Find some more information

about body language in some

foreign countries.

【设计意图】通过作业，让学生继续练习身势语和祈使句并主动了解不同的风俗习惯，激发学生学习英语的兴趣，拓展学生的思维，培养学生的写作能力，学以致用。