Unit 3 Language in use教学内容概述

教学设计-大连经济技术开发区第九中学任思洋

Module 11 Body language

Unit 2 Here are some ways to welcome them

大连经济技术开发区第九中学

任思洋

学生年级：七年级

教学内容：外研版《新标准英语》七年级下册Module 11 Unit 2 一、教学内容分析：

本模块是本册教材的第十一模块，模块话题是身势语。

本模块向学生介绍一些国家人们常用的身势语，着重介绍了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闻述的教学目标之一。

第二单元的课文以“

Body language around the world”为题，介绍了世各地一些独特的身势语，试图以此作为一个导引，使学生开始关注身势语，意识到身势语是文化的一部分，认识到要尊重他国的文化就应该了解他们的身势语，这也是在国际交流活动中必备的知识和素养。尽管这篇文章是玲玲写的，但是在文章结构上还是采用了英语国家的“总述—分述”结构形式和思维特点，因为读者是玲玲班级里的中国国学生和国际学生。

身势语是人们在日常生活中进行表达和交流的一种重要形式，其中也反映出不同的文化，是非常能引起学生兴趣的一个话题。但是学生对于body language的概念和特点并不是很清晰，这会对学生学习造成一定的困难。

基于以上，本课的整体设计思路如下：

读前，教师通过事先录制的短片引入body language这一话题，并通过问题来帮助学生理解body language 的概念，激活学生对此话题的背景知识。读中，教师运用不同的阅读策略获取信息和分析信息----首先，通过阅读题目知道文章主要谈论了身势语和世界各地两个方面；然后预测并速读验证预测文章提到了哪些肢体语言，指出运用主题句确定文章结构的阅读策略；同时，速读找到文章谈及的国家和地区；最后细读确定不同国家和地区的不同身势语。读后，教师通过复述课文带领学生回顾文章，整体理解，并能根据所学知识谈论不同国家的身势语，并进一步引导学生了解不同的国家有不同身势语的原因是文化，整个教学过程体现了对主题意义的逐步探究。在这个过程中，学生不仅学习了语言知识，提高了语言技能和学习能力，而且分析能力也得到了一定的发展。同时本课学习增进了学生对身势语这种文化的了解和感知，有助于学生在未来交际中拥有跨文化意识，形成尊重不同文化的世界观，进而能够在将来的国际场合表现得大方得体。

二、教学目标：

知识目标：能够正确使用本模块的词汇：North American, South American, Britain, polite, rude来谈论世界各地的身势语这一话题。

能力目标：能运用预测，速读寻找主题句进而理解篇章结构，速读找到不同国家和地区以及细读来确定不同国家的身势语的阅读策略获取信息，读懂文本。

情感目标：形成跨文化意识，尊重不同国家和地区的身势语和文化。

三、教学重点和难点：

1. 教学重点：使学生掌握阅读策略，明晰语篇结构，理解文章内容。

2. 教学难点：能够谈论并能尊重不同国家的身势语，培养学生的跨文化交际意识。

教学设计-大连经济技术开发区第九中学任思洋

四、教学过程：

Step1: Warm up Play a piece of video without sound and ask students to guess what is happening as well as the boy’s feeling. Then play the video again with sound.

Purpose: To make students know about what is body language and the feature of body language. Step2: Pre-reading 1.Introduce students the types of body language and the parts of our body to “speak” the body language. Then ask students to say the body language they know. 2. Predict what will the passage talk about according to the title. 3. Guess what body language will Wang Lingling talk about in the passage. Purpose: To train students’ reading skills of predicting and reading the title.

Step3: Fast reading 1. Check students’ guess and ask why they can find the body language the passage talks about so fast. 2. Ask students to choose the structure of the passage. Purpose: To develop students’ reading ability—finding the topic sentences and know about the structure of a passage. 3. Let students read fast and find out the countries and places the passage mentions. Purpose: To develop students’ reading ability—finding the facts quickly. Step4: Careful reading Students read the whole passage and complete the table with the body language used by different countries and places. After complete the table, while checking the answers the teacher will ask questions: Can you do the action of standing too close to? Can you act the action of walking arm in arm? Can you show us the action of holding one’s arm?

How do people say goodbye in Greece? Meanwhile, the teacher illustrates the students in which countries of the world, people look somewhere else when talking. Purpose: To improve students’ reading ability—finding the details and understand the passage better. Step5: Overall understanding & retelling The teacher play the video of the passage then ask students to retell according to the table we just completed. Purpose: To have a thorough understanding of the passage and to consolidate the knowledge learned. Step5: Speaking Get students to express ideas in groups and talk about different body languages in different countries and places. Purpose: To help students output their ideas on different body languages. Step6: Further thinking The passage talks about different body languages in different countries and places but it doesn’t mention the same body language has different meanings in different countries, so the teacher will show students two examples. One is the gesture thumb up and the other is the gesture OK. Then ask students to find more about body language. Purpose: To help students further understand body language and further develop a sense of intercultural communication as well as develop interest in body language around the world. Step7: Homework Ask students to write a composition of body language in China with the structure and the knowledge learned in class. Purpose: To help students consolidate what they have learned in class.

教学设计-大连经济技术开发区第九中学任思洋

五、板书设计：