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1、课文标题Module 11 Body language单元名称Unit2 Here are some ways to welcome them.教材版本外研社授课年级七年级下册一、教学内容分析：随着中国与其他国家交往的日益增多， 与外国人面对面交流的机会也越来越多， 本单元的课文以“ Body language around the world ”为题，介绍了世界各地的一些独特的身势语，试图以此作为一个引导， 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，这也是国际交流活动中必备的知识和素养。二、教学目标：1 . 语言知识目标(1)话题(2
2、)词汇(3)语音(4)语法(5)功能2 .语言技能目标(1)能通过阅读文章了解不同国家的肢体语言文化.2 2) 阅读文章完成习题.(3)能够灵活使用肢体语言3 .学习策略目标(1)通过阅读了解主旨大意(2)通过阅读学会短语,语法4 .情感态度(1) 能通过学习，使学生了解各国的文化，并理解和尊重别人的习惯方式。(2) 能读懂简单的介绍不同国家身势语的短文。(3) 能正确用祈使句给出书面指示语和建议。(4) 通过阅读,了解世界各地不同地区的地域差异,培养对不同文化的兴趣(5) 文化意识目标了解异国肢体语言文化；。三、教学重点和难点：1. 教学重点： 1 够正确使用下列单词和词组 :finger,
3、 foot, knee, leg, mouth ,body, foreign ,personal, arm, hold , move , Britain, polite, somewhere, wave, bring, not at all, in fact, wave to say goodbye, on time.2 读懂文章,并能在阅读中找出身势语,完成习题任务。2. 教学难点：祈使句的用法。四、教学过程：Step 1一 Warming upFree talk1 .Can you say some body languages people use very often in China
4、 and other countries?2 .what are they?Free talk1Xan you say some body languages people use very often in China and other countries?2. What are they?利用白板完成下列翻译L翻译下列词组身体语言 碰鼻子 点头 最好的朋友 握手互相【设计意图】由“Free talk”引起学生的兴趣，引出Body language主题。通过翻译短语来检 查学生的预习及复习情况，由学生利用白板独立完成。Step2课文理解Body language around the wo
5、rld by Wang Lingling Our new foreign students are going to arrive very soon, and here are some ways to welcome them, How close do you stand when you talk to a friend? You can stand too close to people in the Middle East but don t stand too close to North Americanl Give them more pe$onal space, How a
6、bout touching people? Chinese girls often walk arm in arm with their friends, South American sometimes hold your arm when they talk to you, so you can t move away! But in Britain many people dont like other people to touch them at alLo Do you look at people when you talk? In some places, it isnt pol
7、ite to look at people when they talk, but in other countries it isn t polite to look somewhere else. In Britain and the US, people usually look at each other when they talk. And hew do you say goodbye? Thats easy, wave to say goodbye. But be careful! In Greece, it s not at all polite! In fact, its v
8、ery rude!(1)Listen to tape(2)Read the passage(3)Find the important points by students(4)Read the passage and answer the questions.【设计意图】让学生独自阅读并找出他们心目中的重难点, 解能力又考察了学生的自学能力。然后由老师进行补充，这样既考察学生的阅读理Step3练一练(1)完成表格 Check the body language you can use in different countries and places . (学生自己操作白板)3.Check t
9、he body language you can use in different countries and places.StiMid closeTouch each otherLook atpeople 讣hen talkingBritainMiddle EastSouth AmericaUS(2)填空 Complete the passage with the words from the box.4 .Complete the |Kissgc with the wortJs from the hovBritain, fact, foreign* hnliL movepcrMHuk p
10、olite, rude、omtoiic, MinxLinlin: People from furui21countries have different body一 IFlanguages from us. In (2)Brit-iu copk doirt like to4 .Complete the passage with the words from ihc b。/*Britain* fact, foreign, hokk move personal, polite, ru(k, soiiicihic 琳Lingling: People from (1) foreign countrie
11、s have different body languages from us. In (2)Brikdn people duiit like to【设计意图】通过习题可以加深学生对各国肢体语言的记忆，让学生自己利用白板完成表格。Step4WritingWork in groups.Talk about your class rules.-Shall we stand up when we answer a question in class?-Yes,we shall.【设计意图】通过小组讨论激发学生的学习兴趣，彻底打破了教师主宰课堂的班级授课制，自主才能提高效 率。Step5练一练一按照句
12、子意思，填入恰当的词1. You should be polite （有礼A的）tothe older.2. I didn mean to be rude （失礼的），but I have to leave early.3. Do you like the Japanese food? Not at all.（一点也不）4. They are very good friends. Theyalways walk arm in arm （臂才兔臂地）when they are together.5. You know what? In fact 事实卜）,you are right. I nee
13、d to drop theidea at once.二单项选择1.Some visit the Great Wallevery year.C. visitorsA. visiter B. visitor2. Chinese often when they meet.A. shake hands B. shakes hands C. touch noses3. They help when they are introuble.A. each B. each other C. the other4. They all live in a three-bedroomhouse.A. together B. with C. each5. Would you like to talk with ?A. German B. Germans C. Germen【 设计意图 】1 ，检查学习效果2 ，加深对知识的理解和记忆3 ，提高思维能力Step6HomeworkWrite five class rules【 设计意图 】老师通过布置家庭培养学生独立学习的能力和习惯， 发展学生的智力和创造力， 温故而知新， 作业让学生巩固已学的知识。