九年级英语Body language Writing教案
九年级英语 Chapter 1 Body language教案 牛津深圳版
Chapter 1 of Junior 9 Body LanguageLesson PlanTeaching aims and demands:1.Words and expressions:Learn , , remind, century, beauty, pronunciation, false, uniform, date, regards, invitationb. Learn to use the following phrases:body language, glance at someone,greet someone cheerfully, rest one’s one’s onsomeone, ,a few moments later, remind someone of somethingtake great care of one’s appearance, use gestures to communicatefree of charge, a travel agency ,receive an invitation be in Chapter One4. Understand to write a short messagesMain and difficult points:1. Phrases2. Reading comprehensionTeaching Methods:1. Listening, speaking and writing.2. Watch and say3. Pair group workTeaching aids: PPT and tape recorderPeriods needed: 10Teaching procedures:Period OneTeaching target1.To know some new words about the readingpassage.Pronounce the words correctly.2. Memorize the word spelling3. Use the words and phrases to make the sentences.4.To talk1Give students some time to look at the cartoon on SB 9, page 1. Tell them to read the sentences carefully.2. Meaning of the cartoon:This cartoon draws attebtion to the topic of the main passage by showing us a strage, frightening man. His appearance and body language make people run away, instead of attracting them to .1.How many ways do people communicatein ?Spoken language,Written language,Body language2.What is Body language?Gestures and expression.Step2 Can you name the expressions shown by the the road. You wave your thumb at the driver.) thumbs up (This symbol means“ok,” or “good,” in the U.S.)thumbs down (You can’t get thesupport you want.)under one’s thumb (ruled byanother or control by the U.S. and other places, it means“all right”; In Japan it means “money”; In France it means“zero,”The symbol is a way to ward off( 守护；防卫 ) bad luck, & theevil (邪恶的, 不幸的)Body language is the most important form of communication!You can express your thoughts andemotions even without speaking a word. The way you stand and sit and the expression on your face and the eyes can give people an impression.b. Look at the pictures on page 2. What feelings does the girl’s body language show? Match the words with the pictures.c. Watch a vedioWatch a vedio and say the early 1900s, the first films were black and white, and there was no sound. We call them silent films. Actors and actresses used body language to tell people what they were acting about. Charles Chaplin was the most famous silent film actor. The following is part of Times. Watch it and try to understand as much as you can.d. Vocabulary Box.Guess the words according to the English meaning.1.a business that makes its money esp. by bringing people into touch with others---agency2. to give a quick short look---glance3. to welcome with words or actions---greet4. good spirits---cheerful5. to let out a deep breath slowly and with a sound, usu, expressing sadness , tiredness…sigh6. (someone who is ) older ---senior( someone ) of who is employed---employee8. the act or process of communicating---communication9. the use of movement of the body ,esp. of the meaning--- gesture10. the outside quantity of a person or a thing;the act of appearing --- appearance11. the state of or exchanging information or idea with others---contact12. state act of13. to tell or cause someone to remember a fact--- remind14. the office desk or department that receivevictors to a organization--- reception15. something suggested--- suggestion16. the state of being unhappy at not seeingto pronounce the words correctly.f. Conclusiong. Assignments.a. Recite the new words and expressions.(from disappointed to appearance)b. Listen to the tape about the reading passage three times.Period TwoTeaching target1. Review the new words and expressions.2. While-reading.a. Listen to the passage carefully and answer the questionsb. Look through the text and list the body languages between Debbie and Simon.c. Read and think. Then answer somequestions about the reading.d. Read and understand the reading passage further.Teaching courses:a. Review the new words and expressions.Fill in the blanks with the correct words.1.Next year we’ll go to s_______ middleschool.2. I got this job through an employment a____.3. He g________ at tell from ill.8. I’ve been trying to get in c_______ with greatd__________________.10. The old actress s_______ for the new school year.12. Without a moment’s Wenchuan.13. Athletes from all over the world got a veryfriendly r________ in Beijing during theOlympic Games.14. The bank e____________of the company.16. Body language is one of the mostimportant form of c______________.b. Listen and answer the questions1. Where do Debbie and Simon make a good impression on people? Why?No.Because rest ’t look up and never smiles.c. Skim the text and list the bodylanguages between Debbie and Simon.d. To read it further and think. Thenanswer some questions about the reading.1. What is the main topic of the story?2. Where are Debbie and Simon?3. Who gives Simon advice?4. In the photo, which person looks morefriendly, the boy or the girl?5. How does Debbie make the customers feelgood?6. Why does Simon’s body language keep thecustomers away from do to improve Really make a customer preferto use them to complete the conversation.1. How do you know she was disappointed atthe news?She ________.2. What does your sister do?She works at the reception desk in a ?No. He agreed _____________________.4. Did you read the newspaper this morning?No. I only ______________ the the story that ---senior4. a person who is paid to work for otherpeople---employee5. What is the matter?---What’s up?6. a suitable time when it is possible to dosomething ---chance7. make people think on people8. ?Because ’t make a goodimpression on them.4. What did Simon decide to do?To improveg. Assignments.1). Recite the new words and expressions.(from rest to false teeth)2). Read the passage after the tape and try to recite paragraph 1- 7. Period ThreeTeaching target1. To read it intensively and fill in the blanksabout the reading.2. To explain the key points about the reading.3. Conclude the key phrases.Teaching courses:a. Revision1. Ask some students to try to recite paragraph 1- 7.2. Have a dictation about the new words.b. Read the story & complete the speech bubble.I spoke to Mr. Young today. He’s one ofthe 1)______ employees at the travel agency.I told on your face12 give sb. a good impressionmake a good impression on sb.13 res t one’s one’s18 remind me that tomorrow is .disappoint使(某人)失望, 沮丧v.e.g. To our disappointment, it rained on the day of the picnic.Don’t disappoint me again.2. well-dressed 穿着讲究的adje.g. People are well-dressed at the wedding.3. enter 进入,登台 v. entrance 入口 n.e.g. Don’t enter the office without knocking.exit 退出,退场 v. 出口 n.exit visa出境签证fire exit安全出口4. glance at 匆匆一看e.g. glance at the newspapers = read the newspaper quickly浏览报纸5. greeting 问候，欢迎n.e.g. People in France greet friends with kissing instead of shaking .e.g. How can I lose my weight?’,employee: a person who is paid to work for other people8. What’s up, Simon?What’s up? = What’s the matter?9. The customers always prefer Debbie to me.prefer A (to B) 选择Ａ(而不选择Ｂ)Which would you prefer, tea or coffee?你想喝什么，茶还是咖啡？I prefer tea to coffee.我想喝茶，不想喝咖啡．She prefers walking to cycling.她愿意步行，不愿意骑车．10. It’s the way you communicate.communicate with sb. 与某人沟通e.g. Parents should always communicate with their children.communication沟通，交流 n.e.g. Speech is not the only method of communication.语言并不是唯一的沟通方式．11. I don’t even get a chance to speak tothem. 我甚至没有和他们说话的机会．get a chance有机会take a chance冒一冒险, 碰碰运气,by chance偶然, 意外地e.g. I met an old friend by chance.12. What kind of language is that?What kindsort of…?什么类型…？What kindsort of shoes would you like?13. You whole appearance communicatesthings.你的整体外貌都能传达信息．appearance外观，外貌．出现n.e.g. Don’t judge by appearances.切勿以貌取人．appear 出现 v.e.g. He didn’t appear until 9 pm.直到９点他才出现．14. He does not make a good impression on people.make a good imopression on sb.给某人留下好印象15. He rests .接触;联系 (U)lose contact with 和……失去联系e.g. They lost contact with Jack.make contact with 和……联系Can you make contact with contact with保持联络e.g. We still keep in contact with each otherafter leaving school.16. Without , she went to Simon and gave 犹豫 n.e.g. She agreed without .她毫不犹豫地同意了．’t ?需要我再次提醒你吗？remind sb of sth.提醒某人某事e.g. This song reminds me of my .这首让我想起了我的家乡．reminder提示信，通知信 n.e. Conclusionf. Assignments:1). Review the language points and finish doing Exx. in Workbook---Vocabulary (Page 2)2). Recite paragraph 8-11.Period FourTeaching target1. Review the reading passage.2. Finish explaining some exercises about the reading passage.3. To1. Dictation---New words and expressions.2. Go on reciting the reading passsage.b. New lesson1. Explain the exercises about the readingpassage.2. Brain StormingGuess the meaning of the gestures.● A .Bad! I will ’t know.● A smile and a the stomach, patting or rubbingI ate too much.●Drooping or the forefinger of the right purpose.You are angry.● A loud laughter with a shinning face orsmiling with arms open andMe？c. Team work1.Discuss ’t be afraid to take up some space,sitting or standing with your legs apart a bit.2. Stand up straight. Don’t stand too close.3. Pull your shoulders back. Relax yourshoulders.4. Don’t slouch(耷拉，低垂), sit up straight.Look straight ahead.5. Give Make good eye contact, but don’t stare. Maintaining good eye contact shows respectand interest in what they ’t keep your eyes on the ground.7. Don’t touch your face.8. If you’re a man, when standing, spread yourlegs to shoulder width and distribute the weight evenly on both legs.9. Try not to cross your arms or legs too much.10. Don’t put your your pocket.11. Smile a bit more –lighten up, don’t takeyourself too seriously.12. If you’re meeting someone new, don’t lean in or back.13. Try to look relaxed at all times.14. Don't look at a woman when she is far away. Get real close and then look at drinking. Don’t front of your chest. –Lower it and they are talking – nod once in awhile to signal that you are listening.18. When you feel nervous, relax yourshoulders.19. Slow down a bit – this goes for manythings. Walking slower not only makes you seem more calm and confident.d. Conclusione. Assignments:1. Review the language part and finish reciting the new words(from bless to with a start)2. Try to recite the reading passage(Paragraph 12-14).Period FiveTeaching target1. Revision2. Study the language ---- Zero articlesTeaching courses:1. Revisiona. Ask some students to recite the readingpassage.b. Explain some exercises for the last lesson.2. New lessonStudy the language ----The uses of ZeroArticle1). Some new words in the language part.•Bachelor’s degree-----a first university degree•Plain-----simple without anythingadded without milk and little sugar•bulb----a round root of certain plants•vanilla 香草2). Tell the students self-study. Horses are faster than elephants.Water is a liquid.2. 专有名词前（人名，地名，国名等）:Wang Gang; China; Germany; Japan;3. 市名街名公园广场桥梁大学名称前: Beijing;Beijing University;London Bridge4.四季假日月份星期前：National Day Labor Day Children’s Day5. 球类娱乐活动学科语言名称前:play basketballfootballchesscardsPhysics and English are required subjects in middle schools in China. 6．职务、头衔名词前及称呼语前：Mr.Wang, President of the company wantto of;on time; on fire;on sale; by air;at war with; take office;lose peace；in secret; in public…3). 注意比较并区别：有冠词和无冠词的区别，有不定冠词和有定冠词的区别:•in charge of负责in the charge of由….负责•tell a lie说谎 tell liestell the truth说实话•（没问题）out of the question(很有问题)• little a little few a few•be in prison ( be a prisoner)be in the prison (not necessarily aprisoner)• a secondthird time 再次（而这一次是第二三次）指（在上一次的基础上）又….the secondthird time 第二三次• a number of 许多the number of …的数目•in the front of 在前部in front of 在前面3. Practice: Prepared before class.4. Conclusion5. Assignments:a. Review the language part and finish doing Exx. in Workbook (Page 3-4).b. Try to recite the whole reading passage.Period SixTeaching target1. Review the uses of Zero Articles2. Conclude the uses of articles3. Do some exercises to strengthen them.Teaching courses:•Review the articles.a. The uses of definite article---定冠词的用法：1．表特指某个某些（人物）= this that these those表说话人和听话人双方都知道的人物e.g. The book on the table is a book on space.Shall I open the door for you?2．复述上文提到的人物（但:若是在上文的基础上附加补充，则仍用不定冠词）e.g. I found a pen in the corner of the room and I to the teacher.One of my friends is a man and a man whom you want to work with. 3．表独一无二的事物: the sunthe moon the sky the starsthe universe 但：space前通常不用冠词4．表某一民族阶层政党:The Chinese are a brave people.the working class5．在江河湖海洋山脉群岛前:the Changjiang Riverthe Alpsthe Pacific(Ocean)6．在由普通名词构成的专有名词前:the Great Wallthe United Nationsthe Summer Palace;7．在乐器名词前:play the piano the violin the guitar8．在方位名词前:in the east of Chinain the west of Japan9．在形容词前，表一类人 :The old are taken good care of the maths contest?The Changjiang River is the longest river inChina and also in Asia.Wang runs (the) fastest in our class.(副词的最高级前也可不用冠词)10.表发明物的名词前:The compass was invented in china 4000 years ago.Galileo invented the telescope.11.习惯用语中：by the way 顺便问一声take the place of 代替，取代in the distance 在远处at the same time 与此同时……b. The uses of indefinite article----不定冠词用法：1．表泛指表类别一类人物A frog is an animal.An elephant is a a day.He goes to see a ;make an effort;as a matter of fact;sports.3.The young soldier died _______ ____ winter nor too ____ summer.6.Three years later, student at the table reading_____ English book.8.John enjoys playing ______ football while I enjoy ________ music, I can play _______ pianovery well.9.There is ____ “F” in the word “ we we were at the seaside.15. ______ Arctic Ocean is ____ smallest ocean in the world.16.It’s twelve, lunch time. They must be at_____ table now.17.Of all _____ stars, _____ sun is _____ nearest to us.18. Messages can be sent by ____radio.19.Now China of more than1.2 billion.20.I’m tired of city life. I’ll go to _____ country for a few days.21.Beyond ____ stars, the astronaut saw nothing but ___ space.22.I bought ____ new bike. _____ bike borrowed by one of my friend.23.Don’t tell ___ lie. Tell ____ truth.24.We gave___ dinner in _____ guests.25.What do you usually guests were warmly welcomed at ___ Beijing Railway Station.27.Many ___ scientist wants to be ____ second Newton.28. The children are in ___ charge of the nurse and they all love the table.b. 选择填空：1.His condition is, in _ word, becoming worse.A. oneB. aC.D.A&B2.I lost ___ first game, but I want to try ___second time.A. the; theB. the; aC. a; theD. a; a3.The more China.A.the second longerB. the second longestC. second longerD. second longer.6.In7.They go to work by ____ subway and make ____ change at ___ third station.A. the; the; theB. a; a; aC. ; a; theD. ; ; the8.She wrote ___ 80-word passage in English within 5 minutes. There are not ___ mistakes init. The teacher praised ; anyC. an; a littleD. an; few•9.____ farmer and____ artist is going to give us a talk in the meeting•Assignments.Exercises about the articlesPeriod SevenTeaching target1. Learn to use What kind of sort of askquestions.2. Have a listening practice.3. Finish doing some exercises.Teaching courses:1. RevisionExplain the Exx. about the articles.2. Listening practice---Some notes toimprove listeninga. Introduce the listening ma terial we’ll listento.b. The listening section contains a passageabout ballet- a special kind of bodylanguage. Students need to recognize thekey words and complete the passage.c. Words in Listening1. performance in which a story is told by using artistic dancing and music, but without speechor singing---ballet2. not ordinary, regular, or usual ---special3. to make or form sth. as the startingpoint---base4. full of fine and attractive quality inMovement---graceful5. a large white bird similar to a duck butbigger and with a long neck---swan6. the power or ability to please, attract, or delight---charm7. muscled. Answers :1. art2. steps3. movements4. stories5. dance6. 4007. stage 8. 18th9. television 10. no11. early 12. practise13.points 14. body15. messages3. Explain ask questions with “ what kind sort type of…?”a. Now read the dialogue on P. 6 .b. Then make a similar conversation withyour deskmate according to the given situation on p. 7, using kind or sort. The words on the right may and the other just make a proper answer.S. 1. What kind of wallet would you like?S. 2._____________S.1. What type of fruit juice would youlike?S 2.______________S. 1. What kind of fax machine do youprefer?S. 2.____________S. 1 What sort of person can be a senioremployee?S. 2_______________S.1 What sort of music do you prefer?S. 2. ________________d. Practice this dialogue .•Mr Young went to a shop to buy some ice cream. He with Wendy, the shop assistant. Read it and work in pairs to make similar conversations using the words on the right and kind or sort.•MR YOUNG I’d like some ice cream,please.•WENDY What sort of ice creamwould you like?MR YOUNG What kind page 4---Complete the conversations using the guide words for the questions.b. Part C on page 5--- Complete the following coversation with the ords in brackets. Add a anthe or what sort kind of where necessary.5. Conclusion6. Assignments:a. Finish exercises about Listening and(Workbook P6-7)b. Finish reading. (Workbook P8-9)Period EightTeaching targeta. Explain thr Exx. about Listeningb. Speaking ----A talk time----B Speak upc. More praticeTeaching courses:1Check-in:●Listening practiceWorkbook (P6-7)●ReadingWorkbook (P8-9)2Speaking----A Talk timea. Learn to stress the syllables in the wordsand adds rhythm.● Exx A1 Model the words in Exx A1 for the students. Ask Ss to repeat the words after the teacherchorally. Then call upon some students to pronounce them individually. Remind Ss that the unstressed vowels are generally weak and short.● Exx A2 Model the words in Exx A2 for the students.Ask Ss to repeat them chorally. Go aroundthe classroom and select Ss to model the sentences with the aoorooriate stress.b. Rhythm(strong and weak sounds)● Exx A3 Model the words for Ss and askthem to practice them chorally.● Exx A4 Model the sentences for Ss and ask them to practice them chorally and then in pairsto each other.● Exx A5 Offers an example of a well-known comic of verse, the five-line limerick, firstpopularized int eh 19th century. The rhythm is always very strong, and limericks are almost always chanted. Read it to the class and ask them to mark the stressd and unstressed syllables.Point out to the Ss the rhythmic pattern is a-a-b-b-a. That is three beats, three beats, two beats, two beats, three beats.3. Speaking---B Speak upTalk about a friendly person that theyknow.Practice the conversation in groups----Page 10Work in groups of four. Ss , and then describe the group ask questions to .a. Exx B1 Ss practice reading the written example aloud in groups.b. Exx B2 Ask Ss to work in small groups.4. More practice---Eye contactA Find the words and phrases in Column A in the passage, and work out their meanings from their contexts. The match them with the meanings in Column B.C Look at the following pictures of some gestures and6. AssignmentsExx in newspaperPeriod NineTeaching target1Explain the exercises assigned yesterday.2Writing PracticeTeaching courses1. Explain the exercises.Exx in newspaper2. WritingWe often be on any topic, but they shouldfollow the rules on P10. ( Read the rules)Short messages should•start with a greeting (De ar…)以问候语开头，如Dear…• mention the topic in the first sentence先在第一句点明主题•give the rest of the message clearly andbriefly 其次，清晰简要地表达其余信息• end with a friendly word or phrase(Regards, etc.)然后以友好的祝福语结束．如：Regards等等．•be date and singned在右上角写上日期，在左下角签名• be written in a friendly way(e.g., usingshort forms like I’ve, I’d)注意要多用友好，委婉的表达方式，如：I’ve, I’d．b. Write a reminder like this:•Practice: Write a reminder to a friend abouta tree-planting activity on Sunday. It is in Apple Park. You will meet your friend at the maingate at in the morning. Remindinvitation to Sandy’s birthday party nextSaturday. Then are talking about it.Sample:I N V I T A T I O N6 SeptemberDear Debbie and Simon,I’ m Saturday, 20September at 7.30 p.m. The party is at mycome.SandyRSVPPractice:B1 Complete the outline of Debbie’s note to accept the invitation.Practice: B2 Complete the outline of Simon’s note to reject the invitation.(拒绝邀请)3. Assignments:Workbook Exx on page 10.Period TenTeaching target1. Revision2. Do some additional Exx.Difficult points:Some additional Exx.Teaching coursesa. Revision单词巩固1. Next year we’ll go to senior middle school.2.I got this job through an employmentagency.3. He glanced at tell from ill.8. I’ve been trying to get in contact with great disappointment.10. The old actress sighed for that we should study the new school year.12. Without a moment’s , Wenchuan.13. Athletes from all over the world got a very friendly reception in Beijing during the OlympicGames.The bank employeeof the company.16. Body language is one of the mostimportant form of communications.课文复习Debbie and Simon they were at work in the office.A(2)______ lady entered. She (3) _______ at them both, and then walked over to Debbie. Debbie (4)_______ (5) _________. He did not understand why the customers always (6) _______ Debbie to other words, it was people. In comparison, Debbie decided to (10) ________ C. the D.×2. Bill one the other.A. a , aB. an , anC. a , theD. the , the3. Is there ____“s”in the end of the word?A. anB. aC. theD.4. Mr. Wang is ____.A. anB. aC. theD. an5. My brother will be back in D. one6. The word “your” it.A. a, a, an, aB. a , an , a , aC. a , an , a , anD. an , an , a , a7. This is ____ useful book for beginners in ____English.A. a , anB. a,C. a , aD. the , the8. Mr. Smith is ____European.A. anB. theC. oneD. a9. He is ____university student.A. aB. anC. theD.10. ____ book is very useful . I bought it from____unknown little town.A. A , aB. The, aC. The, theD. The , an11. English is ____ language. It is__________important tool.A. a ,aB. a, anC. the, anD. a , ×12. English is ____interesting subject formost of ____students.A. the, aB. the, theC. a ,theD. an, the13. It took me ___, an, theC. an, a, theD. an, a, ×14.____steel worker makes ____steel.A. aB.A ,C. This, theD. The, the15.Mary ____ the room.A. aB. anC. theD.17.There is ____bridge over there. _____bridge is made of ____ wood.A. the, The,B. a, A , aC. the, A , theD. a, The,18.Shut ____door, please.A. theB. aC. anD.×19._____students D.A20.___girl in ___Grade Three is ____tallest inour school.A. The, the, theB. A, a, aC. The, ×, theD. A, ×, a21.____moon that moves around in ____skyis ____ our nearest neighbour.A. The, an, aB. A, the, theC. The, The,×D. The, the, the22.____Browns are sitting at ____breakfasttable.A. ×, aB. The,×C. The ,theD.×, the23. I will go to see you off at ____BeijingRailway Station.A. B. a C. the D. an24. She was playing ____piano when Bobrushed in.A. aB.C. theD. an25.He does reading aloud in English on_____ Sunday morning.A. aB. theC. TheseD.26.____young should care for ____old.A. The, aB. The, theC. A, aD. A, the27.The city lies on ____Yangtzi River.A. theB. aC.D. an28.Paper is made of _____bamboo.A. aB. theC.D. this29.The students of ____Grade Three in our school are playing outside.A. theB.C. aD. this30.They are all ____ soldiers.A. theB. theseC.D. those31.He doesn’t D.III. Assignments:a. Review and prepare for the test.b. Additional Exx.———In the end.。
九年级英语全册Unit2BodyLanguage教案北京课改
Unit 2 Body Language 一、教学内容：Unit Two Body Language二、教学目标知识目标：熟练把握本单元课文中的单词，短语和句型。
能力目标：培育学生的综合运用知识的能力。
三、教学难点：培育学生的综合能力四、重点知识：单词：本单元所有单词（单词表中）短语：1) tone of voice 说话的语气2) facial expression 脸部表情3) disagree with… 不同意某人的观点4) be angry with sb. 生某人的气5) tend to do sth. 偏向于做某事6) by reading the body 通过观看肢体语言7) even though 即便8) all the time 一直，始终9) nod one’s head 点头10) stay close to each other 彼此靠近11) shake hands with sb. 与某人握手12) back and forth 来回地13) cross one’s legs 跷二郎腿14) in order to do sth. 为了做某事15) avoid doing sth. 幸免做某事16）in public 在公开场合17) more than half of 多数……18) care less about 不在意19) kiss on both cheeks 吻在双颊上20) pretend to do sth. 假装做某事五、重点知识讲解：1. Do you know body language? Do you know that more than half of our ideas or feelings are expressed by our tone of voice, our facial expressions, our gestures and the way we position our body when we speak? We can read the mind by understanding these non-verbal messages.译文：你了解肢体语言吗？你明白咱们的多数方式或情感都是由咱们说话时的语气、脸部表情、手势和躯体的姿势所表达的吗？咱们能够通过这些非言语的信息来明白得人的心思。
Unit1Lesson1BodyLanguage教学设计九年级英语北师大版全一册
Unit 1 Lesson 1 Body Language教学设计(第一课时) Lesson Focus•Passive voice•Talking about the body language you often useWarmupExercise 1Purpose: to help students match body language with their meanings •Before directing students to the photos, show them the gestures with your hand ( and with a student for the high five). Ask them if they recognise any of the gestures. Ask “What do you think they mean?”•Then direct students to the photos. Read the labels for the body language aloud. Have students act out the body language as you say them.•Say“Match the body language with their meanings”.Monitor, offering help as needed. You may wish to have students work in pairs. Answers1. d,2. c,3. a,4. bExpansion: Think about It!Ask students to say whether or not the four types of body language are appropriate or inappropriate in Chinese culture. Ask students if they know whether or not the body language is appropriate or inappropriate in other cultures, for example, in European countries, Middle Eastern countries, African countries, North or South American countries, or other parts ofAsia.ReadingExercise 2Purpose: to help students skim a text to answer a question·Direct students to the photos. Ask “What do you think these types of body language mean?”Elicit an appropriate response, for example, They show greetings. If you feel your students are ready to do the exercise, you may skip this step.•Ask students to tell you what skimming is. Make sure students understand that skimming a text means that you read to get the general, overall idea. Say“Skim the text. What is the writer's opinion on the importance of body language?”Monitor as students read, offering help as needed.•Go over the answer, asking a student to say the answer aloud. AnswersAnswers will vary but should include the following:It's important that we learn to understand other cultures' body language. Exercise 3Purpose: to help students answer questions based on a text·Direct students to the questions. Read them aloud or have a student read them. Say“Now read the text and answer the questions”. Monitor as students read, offering help as needed.·Go over the answers, asking individual students to say them aloud. AnswersAnswers will vary but should include the following:1. Sometimes we can understand messages without words.2. Bowing in Japan, kissing in Europe, and showing your feet in the Middle East.Exercise 4Purpose: to help students plete a table based on a text•Direct students to the text. Ask " What types of body language is mentioned in the text?" Give students some time to locate and underline the types (nod their heads, put their fingers up to their mouths, shrug their shoulders, bow, kiss, shake hands). If you feel your students are ready, you may skip this step.•Direct students to the table. Say ““plete the table according to the text”. Monitor, offering help as needed. If students need support, have them work in pairs.•Go over the answers, asking individual students to say them aloud. Answersagreement; put finger up to mouth; understand, care; western cultures; respect; Asia/ Asian Countries, Japan; kiss; shake handsExpansion: Show What You Know!Show students a world map. Ask them to locate the countries mentioned inthe reading. Have them say what they learned about the body language in those countries. Ask them to share any other information they know about body language in other parts of the world.Grammar: Passive voice: present simpleExercise 5Purpose: to help students plete a table with the present simple in the passive voice•Follow these steps to teach the passive voice:⭕Carry out an action, for example, drop a pen on the floor. Ask “What am I doing?”Elicit or provide You drop a pen on the floor. (Even if students answer with the present continuous, say the sentence in simple present for illustration of this grammar point.) Write the sentence on the board. Ask “What's the subject of the sentence?”Elicit You. Then ask “What's the verb?”Elicit drop.⭕Repeat the action to introduce the passive voice. Drop your pen on the floor again. Say “I’ll tell you this time, but I’ll begin the sentence ina different way. Listen: The pen is dropped on the floor”. Write thissentence on the board. Ask students to identify the subject. Elicit The pen. Ask them to identify the verb and elicit is dropped. Underline the verb in the sentence.⭕pare the two sentences. Direct students to the first sentence and ask, “Is the subject doing the action?”Elicit Yes. Explain that the subjectis active, the one who does the action.⭕Point to the second sentence and ask, ““Is the subject doing the action?”Elicit No. Explain that the subject is passive; it is the thing having the action done to it.⭕pare what happens to the verbs. Point to the first sentence and ask,“What's the verb tense?”Elicit present simple. Then show students the verb in the second sentence: the helping verb be is used in the present tense, is, with the past participle dropped.⭕Give an example with are. Drop several pens at the same time. Ask “What am I doing? Start the sentence with The pens ...”. Challenge students to figure out they should use are instead of is this time. Elicit The pens are dropped on the floor.⭕Provide more examples by carrying out more actions. Have students tell you what you are doing, using the passive voice. For example, put some books under a chair: Books are put under a chair. Close a book:A book is closed. Write words on the board: Words are written on the boar d. Give enough examples to make students fortable with the use of simple present in the passive voice. Review past participles, if necessary.⭕Give some examples of passive voice with questions and negative statements. Carry out some actions around the classroom. For example, drop some papers on the floor and ask,““Are pens dropped on the floor?”Challenge students to answer by using the tai negative form, No. Pens aren't dropped on the floor. Papers are dropped. Write the question and negative forms on the board. Practise some more.⭕Discuss how to use the passive voice in a reallife context by directing students to the to text. Ask them to find an example of passive voice. They should indicate the first sentence. Write this on the board：Body language is used everywhere. Ask students to identify the subject and verb. Ask “Do we know who does the action?”Elicit No, we don't. Explain that in some cases, it's not important to know who does the action ——the action is more important than the““doer”of the action. In some cases, we can't know who does it. Explain that these are when we use the passive students to the sentence and ask,“Which is more important, the doer of the action or the action?”Elicit The action. ⭕Introduce an example with a by phrase. First, say the sentence in the active voice :The teacher closes the book. Then say it in the passive voice: The book is closed by the teacher. Explain that in the passive voice, the doer of the action follows the preposition by. Say“Find an example of the passive voice with a by phrase in the text”. Students should identify, in the first paragraph, Some messages are understood by people around the world ... Say the sentence in the active voice, or elicit it from your students: People around the world understand some messages ... Ask“Which is more important, the action or the doer ofthe action?”Elicit or provide The action. Explain that when we know the doer of the action, but the action is more important, we can use the passive voice with a by phrase. Have students find other sentences in the passive voice with byphrases in the reading. Then do some other actions and have students use the passive voice with a by phrase. Point out that when we have a pronoun as the subject in an active voice sentence, for example, He always kisses me on the cheek when we meet , in the passive voice, the pronoun takes the objective case: I'm always kissed on the cheek by him when we meet. Give students some more practice with changing subject pronouns to object pronouns in the passive voice.•Direct students to the example sentences. Read them aloud or havea student read them. Say "Find other sentences in the passive voice inthe text". Have students do this in pairs. Then go over the sentences, reviewing the subjects and verbs, if necessary.•Direct students to the chart. Say“Now plete the chart with the correct form of be”Monitor, offering help as needed.•Go over the answers, having individual students read the answers aloud. Encourage students to answer in plete sentence.Answeris，are，am。
九年级英语 Chapter 1 Body language教案 牛津深圳版
课题：书法---写字基本知识课型：新授课教学目标：1、初步掌握书写的姿势，了解钢笔书写的特点。
2、了解我国书法发展的历史。
3、掌握基本笔画的书写特点。
重点：基本笔画的书写。
难点：运笔的技法。
教学过程：一、了解书法的发展史及字体的分类：1、介绍我国书法的发展的历史。
2、介绍基本书体：颜、柳、赵、欧体，分类出示范本，边欣赏边讲解。
二、讲解书写的基本知识和要求：1、书写姿势：做到“三个一”：一拳、一尺、一寸（师及时指正）2、了解钢笔的性能：笔头富有弹性；选择出水顺畅的钢笔；及时地清洗钢笔；选择易溶解的钢笔墨水，一般要固定使用，不能参合使用。
换用墨水时，要清洗干净；不能将钢笔摔到地上，以免笔头折断。
三、基本笔画书写1、基本笔画包括：横、撇、竖、捺、点等。
2、教师边书写边讲解。
3、学生练习，教师指导。
（姿势正确）4、运笔的技法：起笔按，后稍提笔，在运笔的过程中要求做到平稳、流畅，末尾处回锋收笔或轻轻提笔，一个笔画的书写要求一气呵成。
在运笔中靠指力的轻重达到笔画粗细变化的效果，以求字的美观、大气。
5、学生练习，教师指导。
（发现问题及时指正）四、作业：完成一张基本笔画的练习。
板书设计：写字基本知识、一拳、一尺、一寸我的思考：通过导入让学生了解我国悠久的历史文化，激发学生学习兴趣。
这是书写的起步，让学生了解书写工具及保养的基本常识。
基本笔画书写是整个字书写的基础，必须认真书写。
课后反思：学生书写的姿势还有待进一步提高，要加强训练，基本笔画也要加强训练。
课题：书写练习1课型：新授课教学目标：1、教会学生正确书写“杏花春雨江南”6个字。
2、使学生理解“杏花春雨江南”的意思，并用钢笔写出符合要求的的字。
重点：正确书写6个字。
难点：注意字的结构和笔画的书写。
教学过程：一、小结课堂内容，评价上次作业。
二、讲解新课：1、检查学生书写姿势和执笔动作（要求做到“三个一”）。
2、书写方法是：写一个字看一眼黑板。
（老师读，学生读，加深理解。
北师大版英语九年级全册：Unit 1 Lesson1 Body Language-教案
Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。
“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。
“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。
“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。
【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。
b．让学生能结合口语及身势语来表达自己的思想。
c．训练学生通过听、说练习提高自己的听力水平。
【教学难点】a．身势语的中外文化的区别及其动作的正确表达。
b．学生课外查阅资料的能力培养。
【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。
c．使学生能根据key words把相关事实和信息联系起来。
3．情感态度与文化意识目标a．充分发挥情感教学的优势。
b．加强学生的团体协作意识。
c．了解东、西方文化的区别。
【教学方法】1．“任务型”教学的设计理念。
2．英语教学和情感教育的有机结合。
3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。
【设计构想】英语作为基础教育课程之一，历来备受重视。
面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。
然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。
【北师大版】九年级英语全册Unit1LanguageLesson1BodyLanguage教案
Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。
通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。
【知识目标】身体语言的词汇和被动语态。
【能力目标】复述文章内容，与同伴分享常用的肢体语言。
【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。
【教学重点】同肢体语言在不同文化中所表达的意思。
【教学难点】使用肢体语言时我们会遇到的困难1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。
1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom angerStep3. Lead-in1.Let students talk about what they know about body language.2.Show some gestures via pictures and tell students what these gestures stands for in different country.3. Emphasize that body language is the most important form of communication. Step4. Warm-upMatch the body language with their meanings.Step5. Reading1.Skim the text. What is the writer’s opinion on the importance of body language?2.Read the text and answer the following questions in exercise3.plete the table in exercise 4 according to the text.Step6. Language points1.However, body language is used differently in different cultures.differently adv. 不同地；有差异地，常作状语修饰行为动词2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.本句中，it是形式主语，真正的主语是to show the bottom of your shoe。
北师大版英语九年级Unit 1 Language Lesson 1 Body Language 教学
北师大版英语九年级Unit 1 Language Lesson 1 Body Language 教学设计一. 教材分析北师大版英语九年级Unit 1 Language Lesson 1 Body Language主要介绍了身体语言在日常交流中的作用。
本课通过介绍一些基本的身体语言，如微笑、点头、摇头、摆手等，使学生能够理解并在实际交流中运用身体语言。
教材还包括了一些关于身体语言的文化差异，帮助学生了解不同文化背景下的身体语言含义。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。
但在实际应用中，学生对于身体语言的掌握程度不同，有的学生可能比较内向，不太会使用身体语言，有的学生可能过于依赖身体语言，而忽视了口语表达。
因此，在教学过程中，需要针对学生的实际情况进行引导和调整。
三. 教学目标1.知识目标：学生能够掌握基本的身体语言表达，如smile, nod, shakeone’s head, wave等。
2.能力目标：学生能够在日常交流中正确运用身体语言，提高交流效果。
3.情感目标：学生能够理解身体语言在交流中的重要性，尊重不同文化背景下的身体语言含义。
四. 教学重难点1.重点：学生能够正确使用本课所学的基本身体语言表达。
2.难点：学生能够在实际交流中灵活运用身体语言，理解不同文化背景下的身体语言含义。
五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实际交流中运用身体语言。
2.情境教学法：创设各种情境，使学生能够在真实的环境中学习身体语言。
3.小组合作学习：学生分组进行讨论和实践，提高交流和合作能力。
六. 教学准备1.教学课件：制作课件，包括身体语言的图片、视频等。
2.教学素材：收集一些关于身体语言的实例，用于教学实践。
3.课堂活动准备：准备一些小游戏、角色扮演等活动材料。
七. 教学过程1.导入（5分钟）利用一段关于身体语言的视频，引导学生关注身体语言在日常交流中的作用。
北师大版英语九年级Unit1LanguageLesson1BodyLanguage说课稿
北师大版英语九年级Unit 1 Language Lesson 1 Body Language 说课稿一. 教材分析北师大版英语九年级Unit 1 Language Lesson 1 Body Language，本节课的主要内容是让学生了解和学习身体语言的基本知识和表达方式。
通过本节课的学习，使学生能够理解和运用身体语言，提高他们的跨文化交际能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经有了一定的了解。
但是，对于身体语言的表达方式和含义还不够了解，因此，在教学过程中，需要引导学生去发现和理解身体语言的魅力。
三. 说教学目标1.知识目标：让学生了解和掌握身体语言的基本知识和表达方式。
2.能力目标：提高学生理解和运用身体语言的能力，提高他们的跨文化交际能力。
3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心。
四. 说教学重难点1.重点：身体语言的基本知识和表达方式。
2.难点：理解和运用身体语言，提高跨文化交际能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，通过任务的设计和完成，引导学生去发现和理解身体语言的表达方式和含义。
2.教学手段：利用多媒体课件，图片，视频等丰富的教学资源，帮助学生更好的理解和掌握身体语言。
六. 说教学过程1.导入：通过一张有趣的身体语言图片，引导学生去思考和讨论身体语言的重要性，激发学生的学习兴趣。
2.呈现：通过多媒体课件，展示身体语言的基本知识和表达方式，让学生进行观察和理解。
3.实践：通过小组活动，让学生运用身体语言进行角色扮演，增强他们的实际应用能力。
4.巩固：通过游戏和练习，巩固学生对身体语言的理解和运用。
5.总结：通过讨论和总结，使学生更加深入的理解和掌握身体语言的表达方式和含义。
七. 说板书设计板书设计简洁明了，主要包括身体语言的基本知识和表达方式，以及一些典型的身体语言符号和含义。
八. 说教学评价教学评价主要通过学生的课堂参与，任务完成情况，以及课后作业来进行。
九年级英语全册Unit1LanguageLesson1BodyLanguage教案新版北师大版
Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。
通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。
【知识目标】身体语言的词汇和被动语态。
【能力目标】复述文章内容，与同伴分享常用的肢体语言。
【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。
【教学重点】同肢体语言在不同文化中所表达的意思。
【教学难点】使用肢体语言时我们会遇到的困难第 1 页共5 页每一日所付出的代价都比前一日高，因为你的生命又消短了一天，所以每一日都要更用心。
这天太宝贵，1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。
Step1. Getting Ready1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey第 2 页共5 页每一日所付出的代价都比前一日高，因为你的生命又消短了一天，所以每一日都要更用心。
《Body Language》教案全面版
Chapter1.Body language -Listening, Speaking& Writing教案(一)一、章节分析（Section Analysis ）综述本章节是语言运用部分。
通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。
针对高一新生情况using language 的任务是培养学生如何正确有效的使用字典，为以后的学习打下基础。
（二）目标Listening1帮助学生通过抓关键词培养其听力理解能力。
2听说结合，提高听力教学效果。
Speaking1帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。
2鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。
Using English1帮助学生如何有效的使用字典。
2培养学生自习自研能力。
Writing1了解书信式“提醒单（reminder ）”和邀请信的写作思路。
2掌握写作方法。
3根据简要提示写出符合要求的reminder as well as 邀请信。
（三）重点和难点Listening培养学生抓关键词汇：adj /adv attentively; politely; serious ,nervousn art; steps; movements; sages; points messagesv danceSpeaking通过表演掌握如何推荐自己以及如何评价他人，同时能运用Do’s 和Don’s 句型。
Using English了解字典中不同符号的含义以及如何能有效地运用字典，培养自学能力。
Writing根据提示写出符合要求的short messages 并能采用生生互评。
二、教学设计（Teaching Designs）Listening and speakingPre-speaking ---Warming upA short competition :Divide the class into two. Students are asked to answer thequestion: How should a person do during the interview ? Each side should follow the different patterns: Side A is required to begin with “He should…” , while Side B is required to begin with “ He shouldn’t …”Students take turns to answer the question. The side which goes to the last is the winner. (The content cannot be repeated )Example:Side A S1 : He should be polite .Side B S2 : He shouldn’t enter without knocking at the door.Side A S2: He should sit straight .Side B S2: He shouldn’t brush his hair while answering the questions.教师先请两位学生示范，然后全班分两方进行比赛。
九年级英语Body Language教案
CHAPTER 1 BODY LANGUAGEFirst Period (text understanding)Teaching Aimes: toenable students1. to get a general idea of the reading passage2. to fill out information gap about body languageTeaching Procedures:I.Pre-instruction:T: In our daily life, we often communicate with other people and can you tell me what the common ways we use to exchange information with others are?S: utterance(spoken words)…T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation? By the way, do you have any idea of body language?S:…T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you and who’d like to give us some examples of body language?S:…T: So you see body language sometimes discloses people’s wishes,fearsor what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex..A)S…T: Now, here are some more facial expressions. Look at them and tell the moods. (ppt. 2)S…T: Gesture is also an important way of body language. Look at the gestures on the pictures and tell their meanings. (ppt. 3-8)II.PerformanceT: And here is a story in the text about body language,.from the story we will discover how it works, why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Go through Ex B1 and skim the story to answer the questions. (Get individuals to answer the questions.) (ppt. 9)T: Please skim the story and list the body languages between Debbie and Simon.(pair work) and complete the chart: (ppt. 10)T: So do you think body language is very important? Your ability to read or understand a person’s body language can make difference between making a good or bad impression.Now use your own words to describe Debbie or Simon to your deskmate with the help of the table.above (pair work)S:…T: next let’s together find out more verbal phrases in the text:glance at greet cheerfully sigh prefer…to give a good impression rest head on the handhold head up make eye contact with sit upT/S: (explain and understand the verbal phrases) (ppt. 11)III.Promotion:T: Now I’d like to ask some students to use his or her body language to act out these verbal phrases and the others speak up the correct phrases. S:…T: After you have learned the body l anguage ,I’m sure all of you will pay more attention to it in your communication with others.Homework:1. review the verbal phrases2. preview the vocabulary and phrases in the text and finish Ex. B2, C1, C2 & D3. practise reading and act out the storySecond Period (vocabulary)Teaching Aims: to enable students1. to review the content of the material2. to learn vocabulary and phrases3. to learn to use dictionaryTeaching Procedures:I.Pre-instruction:1. review the content of the material by acting out or retell the story2. check the answers to B2, C1, C2 & D3. discover the meanings of body language(checkthe table) and students’examples of body language (ppt. 12)Examples Of Body LanguageStanding with hands on hipsSitting with legs crossed, foot kickingslightlySitting, legs apartArms crossed on chestTouching, slightly rubbing noseTapping or drumming fingersLooking down, face turned awayBiting nailsS:…T: (Eye contact is one of the most important aspects of dealing with others, especially people we've just met. Maintaining good eye contact shows respect and interest in what they have to say; Distance from others is crucial if you want to give off the right signals; Nothing crossed: Keep arms, legs,and feet relaxed and uncrossed. Also, if you are wearing a jacket, open it up. It relays the message... I am open and honest withyou….)II.Performance:T: Thank so much for your wonderful performance, so we have got a good revision of the whole text ,but do you have any difficulty with the vocabulary or phrases in the text?S:…T: When we meet with new words or phrases in your reading ,we can turn to a dictionary for help, for examples(P14.A1---8). (as many of you have not prepared an English dictionary, I will explain the vocabulary of this text for you, but you have to look up the dictionary by yourself next unit.)1. part-time job/ full-time job2. middle-aged: adj. (between 35---55)3. well/poorly-dressed: adj. dress well/ poorly: v.The lady dresses well/ she is a well-dressed lady.4. glance at/ takea quick look at/ take(have,cast)a glance atI had no time so I just cast a glance at the headlines of thenewspaper.5. hesitate: v. hesitate to do/ atsth.hesitation: n. withouthesitation, there is no room for hesitation He hesitates at nothing. 他从不优柔寡断。
北师大版英语九年级Unit 1 Language Lesson 1 Body Language 教案
Uｎｉt １Lａngｕａge
Leｓsｏn 1 Body Laｎguａge
First Pｅrｉod
教学目标
在本课学习结束时,学生能够:
1、通过阅读,概括出作者在肢体语言重要性上的观点,总结出肢体语言是如何帮助我们交流的。
2、在文中找到并写出肢体语言在不同文化中所表达的意思。
3、复述文章内容,与同伴分享常用的肢体语言。
4、了解不同文化在肢体语言上的异同,培养跨文化交流意识。
教学重点:不同肢体语言在不同文化中所表达的意思
教学难点:使用肢体语言时我们会遇到的困难
教学过程
Lesｓon 1 Body Lanｇuａgｅ
第二课时
ＳeｃonｄＰerｉｏd
教学目标
在本课学习结束时,学生能够:
1、通过课文复习,进一步加强对本课内容的理解,巩固相关语言。
2、通过体会、观察和总结例句,归纳出一般现在时被动语态的结构和用法、
3、通过模仿运用,多层面练习,熟悉和巩固一般现在时被动语态的用法。
4、运用一般现在时的被动语态造句、编对话来谈论一个事件、
教学重点:被动语态(一般现在时)的结构和用法
教学难点:在真实情境中正确使用被动语态(一般现在时)。
九年级英语北师大版全一册Unit1Lesson1BodyLanguage教学设计
四、教学内容与过程
（一）导入新课
1.热身活动：邀请学生进行一个简单的“你做我猜”游戏，学生通过身体动作表达一个词汇，让其他同学猜测。此活动旨在激发学生兴趣，引入本节课的主题——身体语言。
- How can we understand and respect the cultural differences in body language?
2.小组分享：各小组汇报讨论成果，其他同学认真倾听，相互学习，共同提高。
（四）课堂练习
1.口语练习：设计一系列关于身体语言的口语练习，如角色扮演、情景对话等，让学生在实际操作中运用所学知识。
九年级英语北师大版全一册Unit1Lesson1BodyLanguage教学设计
一、教学目标
（一）知识与技能
1.词汇：学生能够熟练掌握并运用与身体语言相关的词汇，如gesture、nod、shake hands、wave、point、clap、thumbs up等，以及与情绪表达相关的词汇，如happy、sad、angry、surprised、bored等。
4.小组合作：
-小组合作，设计一个关于身体语言的互动游戏或活动，下节课向全班同学展示，提高同学们的实际操作能力。
5.拓展阅读：
-阅读一篇关于身体语言的英文文章，了解不同文化中身体语言的差异，提高跨文化交际能力。
6.情感反思：
-写一篇日记，反思在本节课的学习过程中，自己对身体语言的认知和态度的变化，以及在今后的学习和生活中如何更好地运用所学知识。
3.情感升华：强调尊重和理解文化差异的重要性，鼓励学生在日常交往中善于观察、运用身体语言，提高沟通效果。
牛津深圳版英语九年级《chapter 1 body language》wrod优秀教案(重点资料).doc
CHAPTER 1 BODY LANGUAGEFirst Period (text understanding)Teaching Aimes: toenable students1. to get a general idea of the reading passage2. to fill out information gap about body languageTeaching Procedures:I.Pre-instruction:T: In our daily life, we often communicate with other people and can you tell me what the common ways we use to exchange information with others are?S: utterance(spoken words)…T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation? By the way, do you have any idea of body language?S:…T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you and who’d like to give us some examples of body language? S:…T: So you see body language sometimes discloses people’s wishes,fears or what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex..A)[S…T: Now, here are some more facial expressions. Look at them and tell the moods. (ppt. 2)S…T: Gesture is also an important way of body language. Look at the gestures on the pictures and tell their meanings. (ppt. 3-8)II.PerformanceT: And here is a story in the text about body language,.from the story we will discover how it works, why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Go through Ex B1 and skim the story to answer the questions. (Get individuals to answer the questions.) (ppt. 9)T: Please skim the story and list the body languages between Debbie and Simon.(pair work) and complete the chart: (ppt. 10)T: So do you think body language is very important? Your ability to read or understand a person’s body language can make difference between making a good or bad impression.Now use your own words to describe Debbie or Simon to your deskmate with the help of the table.above (pair work)S:…T: next let’s together find out more verbal phrases in the text: glance at greet cheerfully sigh prefer…to give a good impression rest head on the handhold head up make eye contact with sit upT/S: (explain and understand the verbal phrases) (ppt. 11)III.Promotion:T: Now I’d like to ask some students to use his or her body languageto act out these verbal phrases and the others speak up the correct phrases.S:…T: After you have learned the body language ,I’m sure all of you will pay more attention to it in your communication with others.Homework:1. review the verbal phrases2. preview the vocabulary and phrases in the text and finish Ex. B2, C1, C2 & D3. practise reading and act out the storySecond Period (vocabulary)Teaching Aims: to enable students1. to review the content of the material2. to learn vocabulary and phrases3. to learn to use dictionaryTeaching Procedures:I.Pre-instruction:1. review the content of the material by acting out or retell the story2. check the answers to B2, C1, C2 & D3. discover the meanings of body language(checkthe table) andstudents’ examples of body language (ppt. 12)Examples Of Body LanguageStanding with hands on hipsSitting with legs crossed, foot kickingslightlySitting, legs apartArms crossed on chestTouching, slightly rubbing noseTapping or drumming fingersLooking down, face turned awayBiting nailsS:…T: (Eye contact is one of the most important aspects of dealing with others, especially people we've just met. Maintaining good eye contact shows respect and interest in what they have to say; Distance from others is crucial if you want to give off the right signals; Nothing crossed: Keep arms, legs,and feet relaxed and uncrossed. Also, if you are wearing a jacket, open it up. It relays the message... I am open and honest withyou….)II.Performance:T: Thank so much for your wonderful performance, so we have got a good revision of the whole text ,but do you have any difficulty with the vocabulary or phrases in the text?S:…T: When we meet with new words or phrases in your reading ,we can turn to a dictionary for h elp, for examples(P14.A1---8). (as many of you have not prepared an English dictionary, I will explain the vocabulary of this text for you, but you have to look up the dictionary by yourself next unit.)1. part-time job/ full-time job2. middle-aged: adj. (between 35---55)3. well/poorly-dressed: adj. dress well/ poorly: v.The lady dresses well/ she is a well-dressed lady.4. glance at/ takea quick look at/ take(have,cast)a glance atI had no time so I just cast a glance at the headlines of thenewspaper.5. hesitate: v. hesitate to do/ atsth.hesitation: n. withouthesitation, there is no room for hesitationHe hesitates at nothing. 他从不优柔寡断。
北师大版初三英语《Body Language》教学计划模板
accept 与 receive 的用法 1)accept 用作动词，意为接受，指经过考虑，由主观意志来决定接受，动 作者本身是主动的。例如： He couldnt accept our suggestions but our gifts.他们不能接受我们建议但接受 了我们的礼品。 She was very glad to accept the invitation.她非常愉快地接受了邀请。 2)receive 也是作动词，意为接到，指收到某物这一动作，本身有一定的被 动性，不包含本身是否愿意接受的意思。 He did not receive a good education at university.他没在大学受过良好教育。 I received an invitation to the party yesterday, but I refused to accept it.昨天我接 到一份参加晚会的邀请，但我拒绝了接受。 each other 与 one another 这是两个在词义和用法上极为接近的短语。有些语法家认为：each other 只 能用于两者之间;one another 只能用于两者以上。但是，在现代英语的实际使 用中，人们会发现：each other 也可用于两者以上;one another 也可用于两者 之间。
北师大版初三英语《Body Language》教学计划模板
老师与同学一样，对于一个新学期或是一个课时都必须提前做好教学规 划，下文为大家做出了北师大版初三英语 Body Language 教学计划模板，希 望对大家有帮助。 教学目标 I.重点词汇： manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb.;body language; one another; not all II.日常交际用语： 1).请求 May / Could / Can I do that? I wonder if I can do that. Would / Do you mind if I come earlier? Will you tell me if can go now?
九年级Chapter1BodylanguageWriting教案牛津深圳版
②The greeting,which hardly ever varies.
③The topic is what we are writing about.
④The message is what you want to say about the topic.
教
学
后
记
详细见教学反思。
This is to remind you that Teachers’ Day is coming tomorrow.
We have decided to celebrate it together with our teachers in the lecture hall at 5:30 forget to bring your gifts to teachers!_____________
Regards
________
Step 4Summary : Rules for writing reminders（写提示信的规: Consolidation
Ask students to finish the exercises on P10 inWorkbook.
Step 6Assignment
难点
How to reply the invitation.
关键
Practice to write in correct way.
教具
CAI
教时
Period 8
教
学
过
程
Teaching steps：
Step 1: Ask students to read the introduction and point out the six parts of a short message.
九年级英语全册 Unit 1 Language Lesson 1 Body Language教案 (
Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。
通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。
【知识目标】身体语言的词汇和被动语态。
【能力目标】复述文章内容，与同伴分享常用的肢体语言。
【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。
【教学重点】同肢体语言在不同文化中所表达的意思。
【教学难点】使用肢体语言时我们会遇到的困难1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。
Step1. Getting Ready1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom angerStep3. Lead-in1.Let students talk about what they know about body language.2.Show some gestures via pictures and tell students what these gestures stands for in different country.3. Emphasize that body language is the most important form of communication. Step4. Warm-upMatch the body language with their meanings.Step5. Reading1.Skim the text. What is the writer’s opinion on the importance of body language?2.Read the text and answer the following questions in exercise3.plete the table in exercise 4 according to the text.Step6. Language points1.However, body language is used differently in different cultures.differently adv. 不同地；有差异地，常作状语修饰行为动词2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.本句中，it是形式主语，真正的主语是to show the bottom of your shoe。
九年级英语：Unit2BodyLanguage学案(教学设计)
九年级英语：Unit 2 Body Language学案（教学设计）Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.（英语教案）学校：____________________年级：____________________教师：____________________教案设讣/精品文档/文字可改教学文本I DOCUMENTTEMPLATE 九年级英语教案九年级英语：Unit 2 Body Language学案（教学设计）I教材简介:学习英语有利于和外国人交朋友，聊天或者一起工作，本教学设计资I I料适用于初中九年级英语科目，学习本教材的学生可以提高自身技能，本文档I i是按照教材进行修订编写，可以放心的进行教材使用。
| unit 2 body languageXX-10-06 20:49单项选择a.基础知识题1.mrs・ smith was so ____ about everything that no servants could please her・a. particularb. peculiarc. special d .specific2.you will not be ______ about your food in time of great hunger.a. particularb. peculiarc. special d ・ specific3.as you can see, the prices of vegetables ________ according教学文本I DOCUMENT TEMPLATE 九年级英语教案to the seasons.a. fallb. varyc. rised. drop4. a terrible accident _______ on no. 16 street yesterday, where a newly-married couple were killed by a truck・a. occurred b・ happens c. broke d. par ted5.we tried to phone him about it, but we couldn? t・a. get touched b・ pass c. ring off d・ get through6.dark clouds are a ______ of rain while a smile is a(n)____ of friendship・a. gesture<a<signb. expression>ee signc. sign e<<gesture d・signal •••expression7.when she had finished she waited _________ waiting for a reply.a. even if b・ and c. as though d・ though8.he ____ to pass the driving test, which made him pleased・a. managed b・ tried c. succeeded d. operated教学文本I DOCUMENT TEMPLATE九年级英语教案9.tom was a quick walker and soon got ______ the others, so people found it hard to follow him. a. along with b・ tired of c. ahead of d・ interested in10. a person who is interested in what you are saying willa. lean backb. lean forwardc. lean to the leftd. lean to the right11.how can you avoid mistakes when you" re _________ ?a. in a such hurry b・ in such a hurry c. in that way d. too quick12 • his mind was busy all day, all night on how to re-establish ________ with the outer world.a. touchb. tiec. cont actd. rela tion13..—i wonder if i could use your phone? —__________ ・a. sure・ go aheadb. i，m sorry but go aheadc・ no, it s a pleasure d・ yes, you would教学文本I DOCUMENT TEMPLATE九年级英语教案14.the girl is _____ about dancing・ she believes she can make a good dancer some day. a. crazy b・ fond c. interestedd. devoted15.i _____ the written papers but failed in the oral examination.a.got across b・ got on c.got over d・ got through16.they _____ that old house and buiIt a new apartmentin its place・a. put downb.tore downc. turned down d・ took down17.in his report he described the event ________ detail so that his manager could make a correct decision.a. onb. atc. withd. in18.both Chinese and english people ________ these gestures as having the same meaning・ a.think b・ want c.share d・ accept19.i looked _____ the boy"s eyes and asked, “do you wantany more books?”教学文本I DOCUMENT TEMPLATE九年级英语教案& over b. at c. into d. onto20.i feel ______ today. there is so much bad news coming from all parts of the country.a. upb. downc. overd. off21.•_____ i admit that the problems are difficuIt, i dorTtagree that they cannot be solved・ a. unless b・until c. whiled. since22.------ would you mind my telling him the news?_____ •a. yes, pleaseb. never mindc. it doesn' t matter d・ no,go ahead23.after a long discussion, both sides agreed _________ the price of the products.a. withb. forc. ond. to24.i wonder if you will ______ what she said・a. agree aboutb. agree withc. be agree ond. be agree九年级英语教案with25.he was ______ head when his grandma saw him ・a. patted on theb. patted on hisc. patted in thed. pat ted in his26._____ i understand your opinion, i don' t agree with you.a. whileb. alt houghc. whend. a, b and c27.the city is going to _____ those old houses and put upa new shopping center・a. tear down b・ turn away c. tear off d・ tear up28.--- what do you think of the book? ---------- ----- ・a. you are worth to readb. you are worth readingc. it is worth reading the bookd. the book is worth reading29.how much ______ ?a- the book is worth b. the book isc. does the book costd. the book costs九年级英语教案30.when he ran down the stairs, he tried to avoid _________ by the teacher.a. being seenb. seeing c・ to be seen d・ to see31.he didn，t join us in playing the game because he wasclimbing the hilLa. tired of b・ tired from c. tiring of d. tiring from32.--- how many bridges can you see _____ the river? -- ____a. on, none b・ over, none c. on , no one d・ over, no one b:技能、技巧及拓展思维题1.we thought of selling this old furniture, but we' ve decided to _____ it. it might be valuable. a. hold on to b・ keep up with c. turn to d. look after2.-- how do you deal with the disagreement bet ween the company and the customers?-- the key ______ the problem is to meet the demand _______ bythe customets.九年级英语教案a. to solving; making b・ to solving; made c. to solve; making d. to solve; made3.would you _____ do me a favor when i move to the new house?a. be kind b- be so kind c. be so kind as to d. be as kindas4.we have not decided _______ there by bus or on foot.a. to getb. gettingc. if to get d・ whether to get5.lucy spent as much time as she _______ o ver her lessons・a. could going b・ went c. could go d・ could to go6.while shopping, people sometimes can， t help ________ into buying something unwanted.a. to persuade b・ persuading c. being persuaded d. be persuaded7.i would love ____ to the party last night but i have to work extra hours to finish a report.九年级英语教案a. to gob. having gonec. going d・ to have gone8. ----- what do you think of the meal?---- alt hough some dishes don，t agree ____ me, it' s really a nice meal.a. on b・ to c・ with d. for9.my fat her was so glad to mee t his old friend agai n. you see, they ____ with each other for nearly years.a. lost contactb. had lost contactc. had been out of contact d・ has been out of contact10.if you _____ when he is in trouble, he will always appreciate you.a. give him ahandb. tear him downc・ make fun of him d. take possession of him11.he managed to make himself _______ w ith his _____ english .a. understood , breaking b・ understand , brokenc・ understand , breaking d. understood , broken教学文本I DOCUMENT TEMPLATE九年级英语教案12.t ake your own , don' t take anyone _____ by mis take .a. moreb. else' s d. else' d. else13.she ____ her boyfriend goodbye when she was on the ship .a. wavedb. kissedc. saidd. gave14.i will spend as much time as i can _______ you with your english .a. helpb. for helpc. helpingd. to helping15.he can't help ____ his brot her s homework, for he isbusy preparing for the exam.a. doingb. to doc. to doingd. for doing16.as i ____ him my thanks, he held my hand firmly, _______ my eyes and smiled・a. showed to , looked into b・ expressed , looking intoc. showed, looking atd. expressed to , looked into17.such a person _____ ・a. is not worth being known b・ doesn，t worth being known教学文本I DOCUMENT TEMPLATE九年级英语教案c. doesn't worth knowing d・ is not worth knowing18.i can，t think of ______ alone any longer・& you living b. you livec. you to lived. you are living19.he teacher praised him for the way _______ he thought of____ the problem.a. in which, to set tie b・ in which, set tling c. which , to settie d. which , settling20.he is so _____ that his parents are very ______ ・a. disappointing. worriedb. disappointed, worriedc. disappointing, worryingd. disappointed, worrying21.helen is always the first ________ and the last ______ ・& to come , leave b. comes , leavesc. come, leaved. to come , to leave22.do let your mot her know all the truth, she appears _____ everything.九年级英语教案& to tell b. to be told c. to be telling d. to have been told23.china has a _____ population than ______ in africa・a. more, any other countryb. more, any countryc. larger, any countryd. larger, all the other countries24・ suddenly they found a light ______ . so they ______ to walk on.a. ahead of, were encouraged b・ ahead of , had been encouragedc. ahead , were encouragedd. ahead, had been encouraged25.i ___ the written papers but failed in the oral examination.a. got acrossb. got onc. got over d・ got through26.he is now at college and on the way to ________ a doc tor.a. becomeb. becomingc. bed. being27.i have lost one of my gloves, i ________ it somewhere・九年级英语教案a.must drop b・ must have droppedc. must be droppingd. must have been dropped28.he _____have completed his work; otherwise, he wouldn^t be enjoying himself by seaside・ a. should b・ must c. wouldn' t d. can" t句型转换完成b句，使其与8句意思相同或相近。
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难点
How to reply the invitation.
关键
Practice to write in correct way.
教具
CAI
教时
Period 8
教
学
过
程
Teaching steps：
Step 1: Ask students to read the introduction and point out the six parts of a short message.
Chapter1 Body language
教学内容
Chapter1 Body language
课型
writing
教学
要求
To learn how to write short messages including Reminders and Invitations.
教学分析
重点
Teach Ss to learn to write the reminder and invitation.
①Write the date on the right top.
②The greeting,which hardly ever varies.
③The topic is what we are writing about.
④The message is what you want to say about the topic.
This is to remind you that Teachers’ Day is coming tomorrow.
We have decided to celebrate it together with our teachers in the lecture hall at 5:30 p.m.___________
⑤There are a number of ways to close a message, including Best wishes,Yours truly
Love, etc.
⑥We sign our personal name for close friends.
Step 2 :Read the reminder:
Reminders
Greeting; message; signature; closing ; topic ; date
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
9 September__________
Dear Jane,________________
Don’t forget to bring your gifts to teachers!_____________
Regards____________
Helen _________________
Ask students to read the reminder in Exercise A1 and fill in the blanks with the names of the six note parts, and then move on to complete Exercise A2, referring back to previous notes where necessary. Afterwards,check the answers.
Step3A2 Pratice for writing a reminder: Write a reminder to a friend about a tree-planting activity on Sunday. It is in Apple Park. You will meet your friend at the main gate at half past ten in the morning. Remind hin or her to wear his or her school uniform.
Regards
________
Step 4Summary :Rules for writingቤተ መጻሕፍቲ ባይዱreminders（写提示信的规则）
教
学
过
程
Step 5: Consolidation
Ask students to finish the exercises on P10 inWorkbook.
Step 6Assignment
Reminders
_____ September
Dear _________,
This is to remind _________________.
It is in __________. You will meet your __________ at ____________ at __________in _________. Please wear ____________.
教
学
后
记
详细见教学反思。