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Unit 3 English Around the World Topic 2 Section B（教學設計）
Ⅰ. Material analysis
本課主活動是1a和2a。通過Jane和Yukio不同的問候方式，進入本課的重點：談論肢體語言。1a通過對話引入話題，1b和1c都是基于1a 而進行的理解練習。2a和2b則讓學生學習收集常見的肢體語言。3要求學生完成排序，通過排序的過程，讓學生在閱讀中理解肢體語言在溝通中的重要性。4是一個很有趣的活動，貼近學生的生活。通過這個活動，也是要求學生在生活中要善于觀察，學會“察言觀色”。通過本課的學習，讓學生通過肢體語言，知道一些講英語國家的交際禮儀。
Ⅱ. Teaching aims
Knowledge aims：
掌握本課的重點詞匯和短語，了解一些講英語國家的常見肢體語言。
Skill aims:
能看懂一些常見的肢體語言。
能在溝通中合理地運用肢體語言。
Emotional aims: (optional)
培養學生在生活中善于觀察，并能據此作出適當反應的能力。
Culture awareness: (optional)
讓學生知道語言具有多元性，知道肢體語言也是文化的一部分。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: silence, praise, research, secret, victory, misunderstanding, be known as, use sth. to do sth., help 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：
能理解在不同的國家，同一個肢體語言的含義是有差異的。
Ⅳ. Learning strategies
在交際的過程中，遇到語言障礙，能運用肢體語言來輔助交際。
在學習的過程中，要有意識地收集一些講英語國家的常見肢體語言。
在做1c 時，要學會使用速記的方法。
Ⅴ. Teaching aids
圖片/錄音機/幻燈片/準備好材料的小黑板/卓別林的幽默劇片段等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning(2mins) Class activity Choose some Ss to play the game “I say, you do”.T: Hi, everyone! Fun time now! Would you like to play a game with me Who wants to try Don’t worry. It’s 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 teacher’s instructions and act accordingly. 老師可以把1a 和3里面的肢體語言編進來。能夠播放一小段卓別林的幽默劇更好，無聲電影都是通過肢體語言來表達的。
2 Revision(3mins) Individual work Prepare 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 them into English on a piece of paper, then I will choose some Ss to read your sentences. Translate the sentences into English and read them out.S1: They are leaving for Beijing 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. 用現在進行時態表示正在進行的動作和表示將要進行的動作都要有所體現。
3 Pre-listening(3mins) Individual work Let 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”. Guess some of the blanks in 1c. 讓學生學會在聽前進行猜測。
4 While-listening (6mins) Individual workIndividual work 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 Ss do 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 don’t try to complete the words at one time; you can just write the short forms at first. You can finish them after listening. Listen to 1a and do 1b.Listen to 1a again and do 1c. 在學生做1c時，老師要告訴學生：不要試圖一次性寫完單詞，只需要要寫一個自己明白的簡體，聽完以后再補充完整。
5 Post-listening(23mins) Individual workGroup workGroup workIndividual workGroup workGroup work Step 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, let’s check the answers.Step 2: Let the Ss read 1a again, discuss in groups and list the key points. Finish 1a.T: 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. 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 2b.T: 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 one 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 attention to the liaison and intonation. 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.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.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 Zhang’s typical body language is touching her hair.S2: Mr. Wang’s typical body language is rubbing his nose.S3:.. 讓學生通過構詞法、反義詞來學習新詞的讀音或含義。silent－silence re+ search =research punish－praise 通過圖片直接展示2a，讓學生說出含義更好，老師可以在解釋的過程中順便教授新詞匯。在學生討論時，老師要適當提供幫助，有些動詞或名詞學生可能不會表達。匯報完以后，選出描述得最惟妙惟肖的組別。
6 Finishing Task 3(4mins) Individual work andGroup work Let 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 conjunction words: but, so, however.T：Now, let’s 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 finish, 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. 老師一定要告訴學生做這種排序題的技巧。通過中心句和關聯詞等來排序。強調詞組：avoid doing sth.。
7 Summarizing 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. Let’s begin with the new words.T: And phrases T:..Step 2: HMK:Let 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. I’d like you to search some Chinese idioms about dogs, dragons and mice and find 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:.. 布置這道作業，有利于減輕學生在下一次課的負擔，相當于了解更多的背景知識。老師只要學生了解這些動植物在中國文化里的含義即可。
Ⅶ. Blackboard design
Some things usually have different meanings in different cultures.Section B
Words 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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