外研版七年级下册英语精品教案 Module 11 Unit 1教案
外研版英语七年级下册：Module 11 Unit 1 They touch noses! 教案设计
外研社《新标准》七年级下册Module 11 Body languageUnit 1 They touch noses一、教学内容分析本模块以身势语为话题，向学生介绍了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的身势语，目的是通过这些使学生了解不同文化，增强国家意识，尊重国家文化，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。
本模块的语法内容是祈使句。
掌握祈使句的定义及特点。
会运用祈使句表达自己的情感、命令和要求。
二、学情分析初一年级下学期的学生已经掌握了一定的词汇和句型，学生对本模块的中心话题会很感兴趣，握手等身体语言为学生所熟悉，所以便于开展听、说、读、写活动，激发学生的学习热情，积极参加小组活动。
三、教学目标语言知识目标1.能在具体语境下掌握和运用hug ,nod ,kiss, shake hands, bow ，hug 等词，能体会和理解what do people do when they …?How do I do that ?语言技能目标：1.听：能听懂对身势语的描述，获取不同国家打招呼和不同体态语的信息，搭建语义框架。
2.说：能就身势语这一话题进行简单的交流，根据语义框架介绍不同国家见面时所用的体态语。
学习策略目标：能体会、关注不同国家的文化在身势语上体现的差别。
情感态度目标通过阅读关于身势语的文章，提高英语学习兴趣。
文化意识:通过比较不同国家身势语的异同，了解世界不同地方的风俗习惯。
情感态度目标通过阅读关于身势语的文章，提高对英语的学习兴趣四、教学重点和难点重点：了解不同国家的不同肢体语言难点：简单谈论不同国家的肢体语言五、教学资源与工具设计PPT 课件，点读笔六、教学过程与设计意图Step 1 Warming-up图片导入体态语话题。
T :The weather is fine , We are so happy today ，let’s clap to showwe are happy. Clapping hands is the body language ,we often use the body language to speak ,to express and to communicate with others .Today we are going to learn Body Language .Look at the picture ,what are they doing?S: …T :people use different body languages in different countries ,look at the pictures ,what are they doing ? Do you know where they are from ?设计意图：通过说天气好鼓掌表达高兴这一真实的语言情境导入身势语这一话题，帮助学生对这一话题的理解，同时借助点读笔明确本课学习内容，同时出示身势语的图片，学生猜测其含义，对本课词汇有了进一步的理解和认识。
外研版七年级英语下册Module 11Unit 1 They touch noses 教案
Unit 1 They touch noses! 教案一.教学课题：Module 11 Body language Unit 1 They touch noses!二.教学目标：1. To understand what is talked about in the conversation.2. To talk briefly about the body language people use when they meet in some countries.3. To know the self-study and the cooperative study.三.教学方法：结合运用了任务教学法和情境教学法。
四.教学过程：I．Warming -upStep1: GreetingsStep2: Lead-in:Task1: Show a video about the body language of the first meeting.Task2: Learning to learn: Show the learning skills on the book.Ⅱ.PresentationStep3：Self-study(自主学习)：Match the pictures with the words and expression from the box.. Task1：使用多媒体课件展示图片，让学生通过图片熟识并掌握表达身势语的单词，如：bow, kiss, shake hands, smile and so on . 并且完成活动1.Task2: 利用百度搜索引擎查找表示各个国家人的英文，加以领读，让学生熟识，并掌握。
Step4：Listening and speaking practiceTask1: Let students listen to the tape and finish activity 2 on the book. Show the answers.Task2: Cooperative Study (合作学习)Let students work in pairs and practice the conversation.E.g.: A: Are they Russian?B: Yes, they are.A: What are they doing?B: They’re shaking hands.Work in pairs and practice it about French and Japanese.Task3: Cooperative Study (合作学习)Show pictures on the Internet and let students act out a conversation.Step5: Listen and readTask1: Self-study(自主学习):Let students listen to the tape for the first time and try to answer the follow questions.Which country people can you hear from the listening?Show the answers.Task2: Cooperative Study (合作学习)Read the conversation silently and finish the following questions. Then discuss in groups.Step6: Watch and readTask1: Show the gif listening and let students read after it.Task2: Let students act out conversations according to the pictures.Step7: Work in groups. Talk about what you do and say when you meet.Your teacher / your head teacher/ your parents/ your best friend/ a visitor to your school/ your favorite film star/ an American/ an IndianStep8: Homework:Write down what you do when you meet the people from Step7. Check on the Internet.。
外研版英语七年级下册《Module11BodylanguageUnit1》说课稿
外研版英语七年级下册《Module11 Body language Unit 1》说课稿一. 教材分析外研版英语七年级下册《Module11 Body language Unit 1》的主要内容包括：听力、对话、语法、阅读和写作等部分。
本节课的主要内容是学习身体语言在日常交流中的应用。
通过本节课的学习，学生能够掌握一些基本的身体语言表达，如微笑、点头、摇头等，并能在日常生活中正确运用这些身体语言，提高交际效果。
二. 学情分析根据我对学生的了解，他们在学习过程中对英语充满热情，具备一定的听、说、读、写能力。
但部分学生在理解和运用身体语言方面存在困难，因此，在教学过程中需要关注这部分学生的学习需求，帮助他们更好地掌握和运用所学知识。
三. 说教学目标1.知识目标：学生能够掌握日常生活中常用的身体语言表达，如微笑、点头、摇头等。
2.能力目标：学生能够在日常生活中运用所学身体语言，提高交际效果。
3.情感目标：培养学生对英语学习的兴趣，增强自信心，提高团队合作意识。
四. 说教学重难点1.重点：学生能够正确理解和运用日常生活中常用的身体语言。
2.难点：学生能够在实际交流中灵活运用身体语言，提高交际效果。
五. 说教学方法与手段1.情境教学法：通过设定日常生活中的情境，让学生在实际语境中学习和运用身体语言。
2.任务型教学法：引导学生参与各种实践活动，提高他们在实际交流中运用身体语言的能力。
3.合作学习法：鼓励学生分组讨论、合作完成任务，培养团队合作意识。
4.多媒体教学手段：运用课件、视频等多媒体资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：通过展示一组图片，让学生猜测图片中人物的心情，引出本节课的主题——身体语言。
2.Presentation：教师讲解日常生活中常用的身体语言，如微笑、点头、摇头等，并通过示范让学生模仿练习。
3.Practice：学生分组进行角色扮演，运用所学身体语言进行交流，教师巡回指导。
七年级英语下册 Module 11 Body language Unit 1 They touch noses教案 (新版)外研版
通过亲身肢体动作展示加强师生互动，进一步巩固所学词汇。
通过听录音回答问题并完成练习进一步巩固所学知识并锻炼学生的听力，并且通过小组内合作，小组间竞争的设计引起学生的关注度。
扩展延伸课堂所学知识，培养合作意识，学会用简单的词汇和句子表达一个主题和思想巩固知识点
Step 6 Home work
1)Remember the words and useful expressions that we have learnt today.
2) Preview the new words and passage of unit 2.
调动学生学习兴趣。学生复习相关重点词汇并引出body language这个话题
语音
语
言
技
能
目
标
听
能够听懂描述或介绍外国人初次见面交际用语
说
能够简单描述或介绍外国人初次见面交际用语
读
能够读懂对话的意思
写
能够把听到的句子形式写出来。
学习策略
自学策略
合作学习策略
自学互帮，小组合作
文化意识
通过学习，了解让学生了解外国交际用语与动作，提高英语学习兴趣。
情感态度
1.提高学生学习英语的兴趣，让学生了解外国交际用语与动作。
教学过程与方法
设计意图
Step1 Lead –in
Review the key words about human body.复习有关人体的词汇。
学生被分成六个小组进行抢答。
Step 2. vocabulary
learn the new words。学习新词汇，播放词汇音频让学生关闭书本在纸上画“正”字测试自己刚才听到的词。
外研版七年级下册英语教案设计Module11 Unit1
In India, __________________.
In New Zealand, ________________.
In Russia, ___________________.
【能力目标】1.能听懂有关身势语的对话。
2.在不同国家初次见面时，能用身势问候语进行对话
【情感目标】注意自己和他人在日常交际中的体态，姿势和面部表情等，学会有礼貌地表达自己的思想。
二、教学重点
能听懂有关在不同国家初次见面和表达问候时的身势语。
三、教学难点
在不同国家初次见面时，能用身势问候语进行对话。
四、教学资源
互动教学系统，点读笔，PPT
五、教学过程
教学环节
教学活动具体描述
教学资源
（一）
热身导入
1.师教师鼓励学生观察图片，快速说出图中内容：hug other, touch noses等；
PPT第2-7页
【设计意图】课前利用观察图片快速说出内容的游戏吸引学生的注意力,同时引入祈使句。
3.小组活动
PPT第23页
（五）
布置作业
Write a passage:提炼课堂已学知识并实际运用
PPT第24页
【设计意图】课后作业既延续本课关于body language的话题，又给学生一个拓展的空间，鼓励孩子们大胆的拓展。
（六）
板书设计
Module1Unit1 Theytouch noses!
In China ,__________________.
课文学习
1.介绍课文背景并提出观看动画的任务：总结对话中提到的国家的人见面时打招呼的方式
PPT第12-13页
外研版七年级下 M11U1教学设计
Module 11 National heroesUnit 1 What did Zhan Tianyou do?大连市第十四中学王誉橙学生年级：初中一年级下教学内容: 外研版《英语》（新标准）Module 11 Unit1（一）教学内容分析本模块以民族英雄为话题，向学生介绍历史上的民族英雄詹天佑及当今的航天英雄杨利伟。
本节为一节听说课，所有的语言输入材料以通过展现一般过去时来介绍人物为主，既巩固了前面模块中的语言知识，又进一步学习了一般过去时的特殊疑问句形式。
（二）教学目标1语言知识目标话题：民族英雄（National heroes）语音：一般过去时特殊疑问句中实词的重读。
词汇：1）正确使用下列单词名词：hero bridge engineer government museum railroad Russian动词及词组：build go through形容词：national Russian介词：through over语法：一般过去时的特殊疑问句。
e.g. What did you think of the film?2 技能目标学生能够听懂对人物的描述或谈论，获取事情发生的时间、地点、结果等。
能够介绍并询问有关历史人物的生平经历。
3 学习策略目标认知策略：按要求预习对话内容，并能在课前和课后收集所学英雄人物的图片及材料讲给大家听。
交际策略：能够在课堂上积极与同学进行交流和合作，共同探讨解决问题的方法和建议。
4情感目标1）树立学生的民族自豪感及爱国意识2）教会学生在用英语交流时要有礼貌、尊重对方。
（三）教学重难点：重点：一般过去时特殊疑问句的用法。
能够准确运用一般过去时介绍和询问有关英雄人物的生平经历等。
（四）教学设计本节是一节听说课，《英语课程标准》指出，听是理解的技能，说是表达的技能，教师对本节听说课的设计是听说为主，兼顾读写，帮助学生通过大量的专项和综合性语言实践活动，形成综合语言运用能力。
外研版七年级英语下册 Module 11 Unit 1教案
教学设计their meanings.活动意图说明通过图片导入新课，图片展示的肢体语言贴近生活，学生对课堂产生兴趣，为后面的更多的肢体语言学生做铺垫。
环节二教师活动2Step2: Homework checkingThe homework : watch a short video and complete the sentences. Show maps of different countries, and let students complete the sentences.Learn new words: shake hands, bow, kiss, hug, together, nod head, touch noses...1.In China, Chinese_________(握手)and _______(微笑). When we meet visitors, we _____________(点头).2.In Russia, Russians _________(亲吻)three times, left right and left.3.In India, Indians put theirs hands________(一起)，and nod heads. 学生活动2Look at the map of the word and try to complete the sentences and read loudly.And get the new words:shake hands, bow, kiss, hug, together, nod head, touch noses...1. In China, Chinese_________(握手)and _______(微笑). When we meet visitors, we _____________(点头).2. In Russia, Russians _________(亲吻)three times, left right and left.3. In India, Indians put theirs hands________(一起)，and nod heads.4. In America, Americans shake hands4.In America, Americans shake hands and kiss or ________(拥抱)each other.5.In Japan, Japanese _________(鞠躬).6.In New Zealand, Maori people _________(碰鼻子). and kiss or ________(拥抱)each other.5. In Japan, Japanese _________(鞠躬).6. In New Zealand, Maori people _________(碰鼻子).活动意图说明检查作业，了解学生自学结果，获得一些国家国人再见面时的礼仪，为下一环节的课文学习扫清单词障碍。
外研版英语七年级下册：Module 11 Unit 1 They touch noses! 教案设计
通过了解对话内容，学生能意识到不同国家人民见面时使用肢体语言的差异。
三、教学重点和难点
重点：掌握国家的名称及与之相匹配的表达问候的肢体语言。
难点：能准确运用所学国家及肢体语言进行表演。
四、教学流程与设计意图
Step 1 Leading in
1.激发学生学习兴趣，导入课题。
T:look at the picture please,whatare they doing?
【设计意图】
1.激趣导入。借助图片吸引学生的注意力，引起学生兴趣，直观感受图片内容，导入本课主题。师生之间的互动自然引入本课的学习内容，让学生初步感知肢体语言，为接下来的学习内容打下基础；并充分调动了学生的积极性，营造轻松、和谐的英语学习氛围，使大多数学生都乐于参与学习活动。
Step 2 Listening (A short dialogue)
教材版本：外研社《新标准》
授课年级：七年级下册
一、教学内容分析
本模块是七年级下册的第十一模块，以学习“肢体语言”为主要话题，围绕不同国家人民在见面时使用不同的肢体语言等内容，通过开展听、说、读、写活动，帮助学生学习和体验不同国家见面时肢体语言的使用。
本模块计划五课时完成，本课是第一课时，课型是听说课。本课对话内容主要围绕Lingling和Betty谈论如何接待俄国老师展开，近而学习其它国家人民的见面礼仪。通过听，说，读活动，学生能够感知问候肢体语言的含意，理解各国问候时肢体语言的差异性，为应用打下基础。
4.文化意识的培养。通过词汇学习及听力内容的理解，帮助学生了解关于几个国家在见面时肢体语言使用的信息。
Step 3 Listening and reading（A long dialogue）
Module11Unit1(教案)-2022-2023学年七年级下册英语(外研版)
最后，总结回顾环节，学生们对本节课的知识点有了较好的掌握。但在课后，我还需要关注学生们的作业完成情况，了解他们在学习过程中遇到的实际困难，以便在下一节课中进行针对性的辅导。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一种动物并用英语描述其特征。
2.实验操作：了加深理解，我们将进行一个描述游戏。学生轮流抽取动物卡片，并用英语尽可能详细地描述动物。
3.成果展示：每个小组将向全班展示他们的讨论成果，并尝试用英语解释为什么他们喜欢这种动物。
（四）学生小组讨论（用时10分钟）
-常用句型的应用：如“What's that? It's a/ an ...”和“Which animal do you like best? Why? It's ... and it's ...”，这些句型是交流中必不可少的，需要学生能够熟练运用。
举例：在课堂活动中，教师可以通过展示动物园的图片或视频，引导学生用新学的词汇和句型进行描述和讨论。
2.语法点：使用形容词描述动物和比较级；
3.句型：- What's that? - It's a/ an ... - Which animal do you like best? Why? - It's ... and it's ...
4.功能：学会在动物园场景中，用英语进行观察和描述动物；
5.文化：了解世界各地动物园的特点及动物保护意识。
Module 11 Unit 1（教案）-2022-2023学年七年级下册英语（外研版）
外研版七年级英语下册Module11 Unit1教学案
Module11 Body languageUnit1 They touch noses!【学习目标】1、认读与掌握下列单词：bow, kiss, shake, smile, British, German, Japanese, Russian, visitor, Russia, what, nod,head, together,touch, nose.2、理解并运用下列短语：shake hands, each other, three times.3、熟练运用下列句型：① What! ②I didn't know that. ③That's because---4、了解各国见面礼仪。
【课前预习】选词填空____________________ ________________________________________________ _________________ ___________________【学习过程】Task 1 Activity 1 & Activity 2Task 2 Listen and complete Activity 3.【温馨提示】注意带着问题听录音，抓关键词。
Task 3 Listen and repeat. （听对话并跟读。
）Task 4 Read in roles. （分角色朗读课文。
）Task 5 R etelling. 请根据下面的表格复述对话。
People do ________ things in ________ counties when they meet ________ _______.Task 6 Practice :Complete Activity 5【学以致用】1、根据首字母和句意完成单词。
1) In Japan people usually b_______ when they meet each other..2) In Russia people k______ three times.3) S_______ is also a kind of language.4) Every year there are lots of v_______ in Dalian.5) If you agree, please _____ your head.6) Don't t______ the knife, it's dangerous.7) Bi Fujian's eyes are small and his n_____ is big.2、完成下面短语1）握手_______________ 2）彼此__________________3）在不同的国家______________ 4）触摸鼻子_______________。
2022年外研版七年级下册Module 11 Unit 1 精品教案
Unit 3 Language in use一、教学目标：1. 正确运用本模块的词汇及短语2、掌握动词be(was/ were)一般过去时的肯定句、否认句、疑问句及其答复.并能询问对方过去的经历.3、运用所学的知识介绍同学过去的生活.二、教学重难点：掌握动词be(was/ were)一般过的肯定句、否认句、疑问句及其答复.并能运用一般过去时来描述过去的生活.三、教学过程：1. 导入：此局部由课代表来主持, 通过白雪公主的故事来导入.( LT: little teacher Ss: Students )LT: Look at the screen, do you know her? Ss: Snow White.LT: But can you tell the story in English? And do you know what tense do we use?Ss: 一般过去式.LT：Ok, this class. We will learn past tense. Now, according to the screen to study by yourselves. Let’s begin.2. 训练展示：Step1: 解决疑难—①be动词的过去式的变化.方法：由推未知, 根据图片用am, is, are来造句子. 然后用be动词的过去式来替换句子, 从而推出技巧.总结技巧：原形am is are过去式was was were进一步总结：原形am / is are过去式was were进一步总结：单数was; 复数were; 反复记忆这个技巧, 到达人人都会.即时训练：Daming _____born in Beijing.A. isB. wasC. wereD. areSpeaking：One student one sentence, tell your sentence to your partners.Use was, were30 seconds.Step2：解决疑难—②be动词构成的句式方法：此环节同样采用由推未知.She is a teacher.变否认：She isn’t a teacher.变疑问：Is she a teacher?答复：Yes, she is.No, she isn’t.Class, If I c hange the first sentence to “She was a teacher.〞What about the other sentences?由学生来答复, 来推断.即时训练：The students were happy yesterday.否认：疑问：答复：Step3：小结：单数was, 复数were否认句结构巧：not紧跟was/were.疑问句式巧：Was/Were 向前跑.Step4: EXERCISE1. Ask the students to work in pairs, ask and answer the questions about Liu Yun, themselves and their partner. (Activity 1 and Activity2)2. Let the students do Activity 3, then check the answers.3. Ask the students to do Activity 4: Complete the sentences with the correct form of the word and expressions. then check the answers with whole class.Step5: ReadingAround the world (page47)1. Where was Nelson Mandela born?___________________________________2.When was he born?_______________________________________________阅读技巧：先浏览题目, 后在文中找答案.Step6: Writing: write about your past life.1. Work in pairs. Talk about your past life with your partner.Born in Shaanxi, 200*Primary school …Primary schoolFirst teacher Mr./Mrs.……First friend(s) ……(and……)2. Write about your partner’s past life.小贴士：注意文章的连贯性以及时态~可以适当的添加内容.And ask a student to show his or her writing on the whiteboard, then let a student to make a comment about the composition.Step7:Class, you have grown up, do you feel the time flies so quickly? So do I, I often ask myself a question where did time go? Now I’d like to show you a short video, please enjoy it. (视频是春晚的时间时间都去哪了片断)What can you feel? And then tell the students to cherish the time, cherish now.Step8: Summary:1.是否真正理解了be动词的过去式?2. 课堂上出错的题目, 是否做了笔记？是否理解透彻？3. 自评本节课的整体表现. 总分值10分, 你得了__分呢？Step9: Homework1. Revise and recite the new words and expressions of Module 7.2. Revise the grammar of Module 7.3. Write about your partner’s past life.教学反思。
外研版英语七年级下册Module11Unit1《Theytouchnoses》word教案2
外研版英语七年级下册Module11Unit1《Theytouchnoses》word教案2教学目标1. To understand what is talked about in ht conversations2. To briefly talk about the body languages people use when they meet in some countries.教学重点Key words: shake, shake hands, smile, what, head, each other, touch, nose Key s tructures: How do I do that? No, I didn’t know that.教学难点Some students can not understand the conversation and they have difficulty in talking about the body language in English.学情分析This unit is about body language, and different customs in dif ferent countries , so students may be very interested in it.学法指导Interactive approach , groupwork教学过程教学内容教师活动学生活动成效推测（可能显现的问题）补救措施修改意见一、lead-in二、show more pictures about body languages三、listen to the tape and match the pictures with the nationality in activity 2. 1、Ask studentsto do theexercise inactivity 1.1、showpictures1、go throughthe nationalitiesin the bo x withthe class. Askwhere they are1、students do theexercise inactivity 1.1、say the wordsin each pictureand repea t theac tion1、go through thenationalities inthe box andanswer theteacher’s1、somestudents can’tunderstand themeaning andthey may havedifficulty indoing theexercise.1、somestudents can’tread the wordsandexpressionsabout bodylanguage.1、somestudents maynot know thewhere are thepeople in the1、to explainthe ordermore clearly.1、to explainthe wordsand askstudents toread afte r theteacher.1、ask otherstudents toanswer thequestion untilsomebodygive the四、Act and guess五、Introduce more about the body language indifferent countries六、Homework from.2、Askstudents todescrib e thepictures in pairswith their ownwords andguess theirnationalities.3、Play therecording andtell students todecide whichpicture isdescribed.4、check theanswers.1. ask onestudents tocome to thefront and actout the wordson the PPT,then the otherstudents guess.Show studentsPPTquestions.2、describe thepictures in pairswith their ownwords and guesstheirnationalities.3、listen to thetape and decidewhich picture isdescribed in thetape.4、elicit answersfrom the classand ask studentsto say why.1. one students tocome to the frontand act out thewords on thePPT, then theother studentsguesspicture from.2. studentscan’t describethe pictureswith their ownwords.3、students areunable tounderstand theconversation inthe tape.4. somestudents maygive the wronganswers.1. somestudents maynot understandtheirclassmates.correctanswers.2、the teachergive them anexample.3、play thetape again.4. ask otherstudents toanswer thequestion andthe teachercan give theanswers too.1. a sk theirclassmatesfor theanswers.板书设计Module 11 Body languageUnit 1 They touch nosesBow : 3 Homework: Kiss: 1Shake hands: 2Smile: 1 2 3。
外研社版初中英语七年级下册Module11Unit1教案
外研社版初中英语七年级下册Module11Unit1教案Module 11 Body languageUnit 1 They touch noses!一、教学目标【知识能力目标】1) 能正确使用下列单词和词组：kiss, shake hands, smile, German, British, Japanese, Russian, hug, India, together, nod one’s head, each other...2) 能听懂有关手势语的对话。
【情感态度目标】1) 学习一些见面礼仪。
2) 了解西方国家的风土人情和习俗。
二、教学重难点【教学重点】能听懂有关在不同国家初次见面和表达问候时的手势语。
【教学难点】中西方人们见面礼仪的差别；培养学生跨文化交际意识。
三、教学过程Step 1 Leading-in1. Review the key words about human body.2. Learn the new words学习新词汇，播放词汇音频。
3. Shows some body action and ask students to guess the meaning.老师自己或请两名同学上台表演，其他同学猜测肢体语言所传达的含义。
Step 2 Match1. Ask the students to look at the pictures and say what body language they can see.2. Match the pictures with the words and expression from thebox.Step 3 Listening1. Play the tape, ask the students to listen and match the pictures with the nationality in Activity2.2. Work in pairs and check the right answers each other.Step 4 Reading1. Guide the students to listen to the conversation in Activity 3 and answer the question:What so the people in China/US/India/New Zealand do when they meet?1)In China a. shake hands, kiss or hug each other2)In the US b. shake hands, smile or nod heads3)In India c. touch nose4)In New Zealand d. put their hands together and nod their heads2. ScanningScan the language and answer the questions:1)Who will come to Linging’s school?2)What will Maori people do when they meet?3. Careful readingAsk the students to read the dialogue carefully and complete the table with the correct form of the words from the box.Step 5 Post-reading1. Let the students act out the dialogue.2. Show some pictures and things to organize the students to talk about them.3. Have the students act out their new dialogues.Step 6 listen and repeatListen to the recording and pay attention to thepronunciation.Step 7 Group workMake a conversation to talk about what you do and say when you meet.—What do you do and say when you meet your teacher in the morning?—I smile and say good morning.Step 8 Language points1. … in Russia, people usually kiss three times, left, right, left.kiss v. 吻，亲吻eg. The mother kissed the sleeping baby on his head.妈妈亲了一下这个睡着的婴儿的额头。
外研版初中英语七年级下册(WY)教案 Module 11 Unit1教案 2
Unit 1 They touch noses!互动学案1.nod v. 点头【】nod第三人称单数是：nods；过去式是：nodded；过去分词：nodded；现在分词是：nodding。
2.shake v. 摇晃【】shake是动词，其现在分词是：shaking；过去式是：shook ；过去分词是：shook。
其固定短语是：shake hands with 意为“和……握手”。
3.German n. 德国人；德语 adj.德国的；德语的【】 German作形容词时，意为“德国的”；作名词时，意为“德国人”，其复数形式是Germans。
Germany意为“德国”。
【拓展】(1)直接加s的表示“某国人”的名词有：American→Americans(美国人)；Australian→Australians(澳大利亚人)；Russian→Russians(俄国人)；Canadian→Canadians(加拿大人)；Austrian→Austrians(奥地利人)等。
(2) 由ese 结尾的表示“某国人”的名词是单复数同形： Chinese (中国人)，Japanese (日本人)等。
4.visitor n．参观者【】 visitor 是名词，意为“参观者”。
例如：Thousands of visitors come to Beijing Zoo at the week end.周末成千上万人来北京动物园。
【拓展】 visit n．& v. 参观；访问(1)当作名词时，常用搭配：be on a visit to… “ 在……旅游”Lingling is on a visit to Australia.玲玲在澳大利亚旅游。
(2)visit还可作及物动词，意为“参观，拜访”，后面直接跟地点或人。
常用短语： visit my grandfather 看望爷爷visit Rome 去罗马游览5.That’s because people do different things in different countries.那就是因为不同国家的人们做法不同。
外研版英语七年级下Module11Unit1教案
Teaching Plan for Unit1 of Module11Teaching content :Unit1 What did Zhan Tianyou do?Teaching Aims:students collect information about Zhan Tianyou as much as they can with thehelp of Internet and library in order to get familiar with the key words.students master the new words in the articles.students master the main points on how to describe a hero they know by learning the example. Teaching aids: recorderTeaching methods: Bottom-up approachTeaching Procedures :Step1 Warming upT: Good morning, everyone .How do you go home everyday?Ss: On foot, by bike, by busT: Good. I’d like to introduce another kind of transport. Train ,Then on what kind of road does a train run?Ss:…T: Railroad.T: Do you know one famous railroad built last year? It’s Tibet-railroad.T: Do you like it?T: Wonderful! Do you think it is difficult or easy to build such a railroad?Ss:…Step2 Lead-inT: It is very difficult to build such a railroad. How about the first railroad in China? Do you know the name?Ss:…T: Its name is Jingzhang Railroad. Who built it?Ss:…T: Zhan Tianyou.T: Do you want to know more about Zhan Tianyou? Please follow me to learn Module11 Unit1 What did Zhan Tianyou do?Step 3 :PracticeHave Ss describe the picture ,then the teacher describe it again for summary ,Step 4 :Activity OneT: Now it’s the great time to get close to Zhan Tianyou. Now open your book and do Activity One. Listen carefully and use the words to fill the blanks.T: Let’s check answers one by one.Step5 :Activity TwoListen to the tape ,and answer two questions. What were they talking about? When did Zhan Tianyou die?(Ss answer)T: More questions for you. Who was Zhan Tianyou? (He was a national hero. )T: What did he do? ( He was an engineer of a famous railroad.)T: When did he work on it? (From 1905 to 1909.)At last ,understand the conversationStep5 PracticeT: I will give you two minutes to read the dialogue loudly by yourselves. Then read in groups . Step6 Free TalkT: Just now we talked about a lot of Zhan Tianyou. he was a great hero. Then how about your hero?T: You can do like this.A:Who is your hero?B:My hero is Liuxiang.A: Why?B: Because he can run fast.Step7 SummaryWhat have you learnt from this lesson?Step8 Homework。
【最新】外研版七年级英语下册Module11_Unit1_They_touch_noses教案
Module 11 Body Language教案Unit 1 They touch noses课题Module 11 Body languageUnit 1 They touch noses课时一教学目标语言技能1.能够听懂有关肢体语言和国籍词汇的英文表达，并在听的过程中获取关键信息；2.能够用英语开展与肢体语言相关的对话语言知识掌握并正确使用以下词汇：a bow, kiss, shake hands, smile,British, German, Japanese, Russian, visitor, Russia,what, nod, head, hug, each, each other, India, together,Maori, touch, nose情感态度在日常生活中乐于了解多元文化，并尊重它国文化学习策略 1.在具体情景中进行词汇学习；2.在合作与互动中参与课堂学习、提高听说效率文化意识体会、关注不同国家的文化在肢体语言上体现出的差别教学重点学习不同国家表示问候的肢体语言教学难点用英语开展与肢体语言相关的对话媒体使用PPT, 音频教学过程教师活动学生活动设计意图多媒体一．科学导入（3m）1. 老师提问学生：“Whatdate is it today?”“Do you know theimportant event in 12thJune ”.引入巴西世界杯赛事，并引导学生世界杯不只是足球盛典，更是一用英语说出所知道的世界杯参赛国家代表队1.激发学生对教材内容的兴趣，引入新课；2.通过说出不同国家的名称为本课词PPT1-6场文化交融的盛会2. 简要介绍世界杯参赛队和文化与肢体语言的关系说出已知的肢体语言汇学习做准备二．引领探究第一步：听前词汇学习(5m)1. 展示图片呈现不同国家用于见面问候的肢体语言组织学生完成句子，并将其表演。
第二步：听力训练1.听活动2 (5m)2.听活动3（10m）3.日常英语学习（2m）4.重点语言点讲解1.看图片，说出每种肢体语言，并讨论相应的国家2.学生齐声完成句子，第一排同学做出相应的肢体动作。
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Module 11 Body language
Unit 1 They touch noses!
一、教学目标
【知识能力目标】
1) 能正确使用下列单词和词组：kiss, shake hands, smile, German, British, Japanese, Russian, hug, India, together, nod one’s head, each other...
2) 能听懂有关手势语的对话。
【情感态度目标】
1) 学习一些见面礼仪。
2) 了解西方国家的风土人情和习俗。
二、教学重难点
【教学重点】
能听懂有关在不同国家初次见面和表达问候时的手势语。
【教学难点】
中西方人们见面礼仪的差别；培养学生跨文化交际意识。
三、教学过程
Step 1 Leading-in
1. Review the key words about human body.
2. Learn the new words学习新词汇，播放词汇音频。
3. Shows some body action and ask students to guess the meaning.
老师自己或请两名同学上台表演，其他同学猜测肢体语言所传达的含义。
Step 2 Match
1. Ask the students to look at the pictures and say what body language they can see.
2. Match the pictures with the words and expression from the box.
Step 3 Listening
1. Play the tape, ask the students to listen and match the pictures with the nationality in Activity
2.
2. Work in pairs and check the right answers each other.
Step 4 Reading
1. Guide the students to listen to the conversation in Activity 3 and answer the question:
What so the people in China/US/India/New Zealand do when they meet?
1) In China a. shake hands, kiss or hug each other
2) In the US b. shake hands, smile or nod heads
3) In India c. touch nose
4) In New Zealand d. put their hands together and nod their heads
2. Scanning
Scan the language and answer the questions:
1)Who will come to Linging’s school?
2)What will Maori people do when they meet?
3. Careful reading
Ask the students to read the dialogue carefully and complete the table with the correct form of the words from the box.
Step 5 Post-reading
1. Let the students act out the dialogue.
2. Show some pictures and things to organize the students to talk about them.
3. Have the students act out their new dialogues.
Step 6 listen and repeat
Listen to the recording and pay attention to the pronunciation.
Step 7 Group work
Make a conversation to talk about what you do and say when you meet.
—What do you do and say when you meet your teacher in the morning?
—I smile and say good morning.
Step 8 Language points
1. … in Russia, people usually kiss three times, left, right, left.
kiss v. 吻，亲吻
eg. The mother kissed the sleeping baby on his head.
妈妈亲了一下这个睡着的婴儿的额头。
kiss n. 吻
eg. He threw me a kiss and went away. 他给了我一个飞吻，然后走开了。
2. That’s because people do different things in different countries.
That’s because …是一个常用句式，表示“那是因为……”。
eg. That’s because you were not careful enough.那是因为你不够仔细。
That’s because I didn’t kn ow much about body language in this country.
那是因为我对这个国家的肢体语言了解不够。
3. They touch noses!
碰鼻礼是毛利人传统的打招呼方式，也是一种表达真挚问候的礼仪。
行礼时，相互问候的两个人要鼻尖相碰，表示交换双方的呼吸，使之融合在一起。
毛利人是新西兰的原住民，他们有自己独特的生活方式和文化。
Step 9 Exercises
一、单词拼写
1. “Welcome!”, she s_____ hands and smiles.
2. She came and gave her grandpa’s a h_______.
3. If you agree with my ideas, you n_______ your head.
4. Maori people in New Zealand t______ noses when they meet.
5. They b_______ to their king every morning.
Keys: 1. shakes 2. hug 3. nod 4. touch 5. bow
二、根据本单元所学内容，完成短文。
In _____, people shake hands and smile when they meet visitors. In ______________, people shake hands and sometimes kiss. In _____, people put their hands together and nod their heads. In ______, people usually kiss three times, In ___________, Maori people touch noses
Keys: China; America/the US; India; Russia; New Zealand
Step 10 Homework
Make a dialogue in pairs when you meet a foreigner. 教学反思。