教学设计
基本信息 名称 Lesson 40 Body Language 执教者 王明 课时 1
所属教材目录 冀教版八年级下册第七单元Know Our World
本单元主要从地理、语言和文化方面向学生简要介绍了我们的世界。
要求学生在了解世界地理和语言文化的同时，掌握相关的词汇和句型，掌
握被动语态和现在完成时的用法。要求学生在掌握相关词汇和句型语法知
识的同时，了解其背后的文化内涵，以便恰当地应用。
在经过了初中接近两年的英语学习之后，部分学生成绩稳步提高，基
本掌握了新课标要求的听说读写译的能力，但是也有部分学生，由于小学
阶段的底子太薄，跟课吃力，出现了习得性无助甚至自暴自弃的情绪。这
就要求教师在授课的过程中，不但要注意知识的传递和学习，更要注意教
学方法的多样性和灵活性，以把所有学生的注意力都吸引到课堂学习上来，
既可以让前者深入发展自己的能力，也可以帮助后者夯实基础，逐渐进步。
1. 掌握课标要求的四会词汇：European, kiss, nod,
polite;
2. 了解并掌握肢体语言的常用表达法和句型：
⑴ But body language is not the same in all
cultures.
⑵ In India, when people nod their heads,
they mean “no”.
⑶ In most places, people point to things
with their fingers.
3. 复习并进一步掌握不定式的用法。
过程与方法通过阅读了不同解肢体语言在不同文化下的不同内
目标 涵，为今后的应用做准备。
让学生了解有声语言和肢体语言的对应关系，明确情感态度与肢体语言在人际交往中在了解对方情感、态度、思想等价值观目标 时所起的作用。
1. 了解不同的肢体语言在不同文化下的不同含义；
重点 2. 学会介绍自己知道的肢体语言；
3. 掌握表述肢体语言常用的重点句型。
1. 表述肢体语言常用的词汇和句型；
难点 2. 对比和比较在说明文中的应用； 教材分析 学情分析 知识与能力目标 教学目标 教学重难点
3. 不定式的用法。
单词教学主要采用情景教学法，课文理解主要采用任务型教学法，语教学策略与 法知识点教学主要采用温故知新的方式，语法知识点的质量检测采用简单
的填空题，而对肢体语言的理解采用玩游戏表演的方式监测，使学生在轻设计说明
松愉悦的环境下学习和提高。
教学过程
教学环节（注
明每个环节预设
的时间）
Greetings 教师活动 学生活动 设计意图 Good Greet the students: Good morning, morning class! teacher!
Pre-reading Lead in the new words with the Read and Learning
following question: Do you know what learn new words: new words under body language is? certain
They are situation helps
Teach vocabulary: greet ing the students
someone.(greet) remember and use
1. What are they doing? them better.
They kiss
2. How do the European s, the each other on
Italian s, for example, greet each both cheek s
other? with their
lip s.
4. Do you agree? Give me your answer, but (European,
don’t say a word. Italian, kiss,
cheek, lip)
When we agree, we nod our heads in
China. Right? Nod their
heads.
5. (Thumb up and say) Well done! And ask:
What do we do when we mean well done? (nod)
6. If we put our thumbs upward, it’s We give a
polite , but if we put them downward, thumbs-up sign.
it’s not polite, or say, rude . (thumbs-up)
Do you know the following
expressions?
1. body language 2.shake hands
3.greet each other (polite, rude) 1. 肢体语言2. 握手
3. 彼此欢迎
While-
reading 4.kiss each other on both cheeks 问候 5.nod heads 6.shake heads 4. 亲吻彼此双颊 7.a thumbs–up 8.point to 5. 点头 6. 9.wave goodbye 摇头 10.It ’s polite /rude to do sth. 7. 竖拇指8. 指点 9. 挥手再见 10. 做„„礼貌/不礼貌 Play the tape once. Write down Check if the missed they remember 1. Ask students to listen carefully and words. the words.
write down the missing words in the
text. Tell about Get the main
the main idea. idea of the
2. Ask students to tell about the main text.
idea. Do the True
or False
3. Ask students to do the True or False questions.
questions of Exer. 1.
(T F F T)
3. Play the tape again. Ask students to Read the Read for read after. text. details.
4. Check the answers to the blank Check the
filling and the True or False answers to the
questions one by one. True or False
questions.
7. Ask students to answer some
questions: (Individual
work.)
What is body language?
It is a way
Is body language the same in all of
cultures? communicating
without
How many body languages are speaking.
mentioned in this lesson? What are they?
Not all body
How do people inChinagreet each
other?
How do people in some European
countries greet each other? languages are the same. Eight:
shake hands,
What do people inIndiamean when kiss, nod one’s
they nod their heads? What about in most head, shake
other countries? one’s head,
thumbs-up,
What does a thumbs-up in most point to things,
cultures/Australia/Japan/Germanymean? goodbye waving,
and smile.
How do people point to things in
most places? And in other places? They shake
hands.
What does Italian goodbye look like
inAmerica? Kiss each
other on both What does American goodbye look cheeks.
like in many parts of Europe andSouth
America? No.
Is there a body language the same Yes.
all around the world? If yes, what is it?
(Encourage the students to act friendly Well done./
to the world with a picture: Smile at the Not polite./
world and it will smile back.) Five./ One.
With their
fingers.
With their
lips.
Yes. It is
smile.
1. Ask students to fill in the Read the Read for blanks of Exer. 2 after reading the text text and fill in details. again. the blanks.
2. Ask students to make sentences (InChinaand
according to the table filled. some other
countries,
e.g. In some European countries, Kiss, no,
people kiss each other to show InAustralia,
friendship and love. InGermany)
Make
sentences
according to the
table filled.
Discussion: Since cultures are so (Pair work) Further different in different countries, what When inRome, do thinking and should we do when we go to a foreign as the Romans expression. country? do.
„
Ask students to underline the Read for Grammar phrases and sentences they don’t questions and study. understand and learn them together with work them out
the students. together with
the teacher’s
1. InChinaand abroad, people help.
sometimes communicate without
speaking . Without
doing„不用„„
2. It’s another way to show
friendship and love. “to do”作
后置定语
3. They think it’s rude to point
with a finger. “to do”作
逻辑主语
„
Ask students to find all the Find all the Review
sentences with “to do”, and divide sentences with infinitive “to them into groups and summarize the use “to do”, and do”.
of “to do”. review the use
of “to do”.
1. InChinaand some other countries,
friends shake hands to greet each other. 目的状语
2. „but they shake hands to show
friendship and trust.
3. It’s another way to show
friendship and love.
4. They think it’s rude to point
with a finger. 目的状语 后置定语 逻辑主语 表语
原因状语
Learn more about “to do” with some 逻辑主语
blank filling questions:
宾语
1. My dream is ____(set up) my own
company. 定语
2. I am very happy ___(meet) you.
3. It’s fun ___(talk) with friends
on the phone.
4. My mother asked me ____(go)
shopping with her.
5. I’m busy doing my homework, so
I have no time ___(play) with you.
(There is still more about “to do”
to learn in the future.)
Post-reading Lead the students to review: What Summarize
did we learn? the new words,
phrases,
New words: greet, European, kiss, sentence
cheek, nod, thumbs-up, polite, lip, structures
rude, Italian learned and try
to remember
Phrases : shake hands with„, them.
nod/shake one’s head, mean the
opposite, well done
Sentences :
1. InChinaand abroad, people
sometimes communicate without
speaking.
2. But body language is not the same
in all cultures.
3. It’s another way to show
friendship and love.
4. InIndia, when people nod their
heads, they mean “no”.
5. In most places, people point to Review.
Homework
Blackboard
design things with their fingers. 6. They think it’s rude to point with a finger. 7. One body language is the same all around the world: a smile. Show the students some pictures and Read the Interesting ask them to tell about people’s minds. pictures and games help the tell about students people’s understand and minds. remember. He is thinking. He is impatient or in a hurry. They’re bored. Game play: divide the students into two groups. One group act and the other group guess. (group work) 1. Do some research on more interesting Check and develop. body languages and write a piece of writing about them in your own words. 2. Find out if only people can use body
新课。听力练习分三部分：听大意、判对错和填单词。其中填单词环节不但可以帮助学生理解课文，还可以检验学生对新学单词的掌握情况。而阅读部分包括四个环节：答问题、填表格、解疑难和总结“to do ”。以此完成对课文的熟练掌握。最后进行练习归纳和游戏环节，检验及巩固学习效果。教学内容和环节阶梯上升，由易到难、由简到繁；学生学习由浅入深，循序渐进，符合学生认知水平和年龄特点。讲练结合，相互影响促进；形式多样，调动了学生多种感官同时参与。学生兴趣浓厚，学习积极主动。本节课教学目标设计较为合理，能够满足八年级学生发展的需要. 教学反思
教学设计
基本信息 名称 Lesson 40 Body Language 执教者 王明 课时 1
所属教材目录 冀教版八年级下册第七单元Know Our World
本单元主要从地理、语言和文化方面向学生简要介绍了我们的世界。
要求学生在了解世界地理和语言文化的同时，掌握相关的词汇和句型，掌
握被动语态和现在完成时的用法。要求学生在掌握相关词汇和句型语法知
识的同时，了解其背后的文化内涵，以便恰当地应用。
在经过了初中接近两年的英语学习之后，部分学生成绩稳步提高，基
本掌握了新课标要求的听说读写译的能力，但是也有部分学生，由于小学
阶段的底子太薄，跟课吃力，出现了习得性无助甚至自暴自弃的情绪。这
就要求教师在授课的过程中，不但要注意知识的传递和学习，更要注意教
学方法的多样性和灵活性，以把所有学生的注意力都吸引到课堂学习上来，
既可以让前者深入发展自己的能力，也可以帮助后者夯实基础，逐渐进步。
1. 掌握课标要求的四会词汇：European, kiss, nod,
polite;
2. 了解并掌握肢体语言的常用表达法和句型：
⑴ But body language is not the same in all
cultures.
⑵ In India, when people nod their heads,
they mean “no”.
⑶ In most places, people point to things
with their fingers.
3. 复习并进一步掌握不定式的用法。
过程与方法通过阅读了不同解肢体语言在不同文化下的不同内
目标 涵，为今后的应用做准备。
让学生了解有声语言和肢体语言的对应关系，明确情感态度与肢体语言在人际交往中在了解对方情感、态度、思想等价值观目标 时所起的作用。
1. 了解不同的肢体语言在不同文化下的不同含义；
重点 2. 学会介绍自己知道的肢体语言；
3. 掌握表述肢体语言常用的重点句型。
1. 表述肢体语言常用的词汇和句型；
难点 2. 对比和比较在说明文中的应用； 教材分析 学情分析 知识与能力目标 教学目标 教学重难点
3. 不定式的用法。
单词教学主要采用情景教学法，课文理解主要采用任务型教学法，语教学策略与 法知识点教学主要采用温故知新的方式，语法知识点的质量检测采用简单
的填空题，而对肢体语言的理解采用玩游戏表演的方式监测，使学生在轻设计说明
松愉悦的环境下学习和提高。
教学过程
教学环节（注
明每个环节预设
的时间）
Greetings 教师活动 学生活动 设计意图 Good Greet the students: Good morning, morning class! teacher!
Pre-reading Lead in the new words with the Read and Learning
following question: Do you know what learn new words: new words under body language is? certain
They are situation helps
Teach vocabulary: greet ing the students
someone.(greet) remember and use
1. What are they doing? them better.
They kiss
2. How do the European s, the each other on
Italian s, for example, greet each both cheek s
other? with their
lip s.
4. Do you agree? Give me your answer, but (European,
don’t say a word. Italian, kiss,
cheek, lip)
When we agree, we nod our heads in
China. Right? Nod their
heads.
5. (Thumb up and say) Well done! And ask:
What do we do when we mean well done? (nod)
6. If we put our thumbs upward, it’s We give a
polite , but if we put them downward, thumbs-up sign.
it’s not polite, or say, rude . (thumbs-up)
Do you know the following
expressions?
1. body language 2.shake hands
3.greet each other (polite, rude) 1. 肢体语言2. 握手
3. 彼此欢迎
While-
reading 4.kiss each other on both cheeks 问候 5.nod heads 6.shake heads 4. 亲吻彼此双颊 7.a thumbs–up 8.point to 5. 点头 6. 9.wave goodbye 摇头 10.It ’s polite /rude to do sth. 7. 竖拇指8. 指点 9. 挥手再见 10. 做„„礼貌/不礼貌 Play the tape once. Write down Check if the missed they remember 1. Ask students to listen carefully and words. the words.
write down the missing words in the
text. Tell about Get the main
the main idea. idea of the
2. Ask students to tell about the main text.
idea. Do the True
or False
3. Ask students to do the True or False questions.
questions of Exer. 1.
(T F F T)
3. Play the tape again. Ask students to Read the Read for read after. text. details.
4. Check the answers to the blank Check the
filling and the True or False answers to the
questions one by one. True or False
questions.
7. Ask students to answer some
questions: (Individual
work.)
What is body language?
It is a way
Is body language the same in all of
cultures? communicating
without
How many body languages are speaking.
mentioned in this lesson? What are they?
Not all body
How do people inChinagreet each
other?
How do people in some European
countries greet each other? languages are the same. Eight:
shake hands,
What do people inIndiamean when kiss, nod one’s
they nod their heads? What about in most head, shake
other countries? one’s head,
thumbs-up,
What does a thumbs-up in most point to things,
cultures/Australia/Japan/Germanymean? goodbye waving,
and smile.
How do people point to things in
most places? And in other places? They shake
hands.
What does Italian goodbye look like
inAmerica? Kiss each
other on both What does American goodbye look cheeks.
like in many parts of Europe andSouth
America? No.
Is there a body language the same Yes.
all around the world? If yes, what is it?
(Encourage the students to act friendly Well done./
to the world with a picture: Smile at the Not polite./
world and it will smile back.) Five./ One.
With their
fingers.
With their
lips.
Yes. It is
smile.
1. Ask students to fill in the Read the Read for blanks of Exer. 2 after reading the text text and fill in details. again. the blanks.
2. Ask students to make sentences (InChinaand
according to the table filled. some other
countries,
e.g. In some European countries, Kiss, no,
people kiss each other to show InAustralia,
friendship and love. InGermany)
Make
sentences
according to the
table filled.
Discussion: Since cultures are so (Pair work) Further different in different countries, what When inRome, do thinking and should we do when we go to a foreign as the Romans expression. country? do.
„
Ask students to underline the Read for Grammar phrases and sentences they don’t questions and study. understand and learn them together with work them out
the students. together with
the teacher’s
1. InChinaand abroad, people help.
sometimes communicate without
speaking . Without
doing„不用„„
2. It’s another way to show
friendship and love. “to do”作
后置定语
3. They think it’s rude to point
with a finger. “to do”作
逻辑主语
„
Ask students to find all the Find all the Review
sentences with “to do”, and divide sentences with infinitive “to them into groups and summarize the use “to do”, and do”.
of “to do”. review the use
of “to do”.
1. InChinaand some other countries,
friends shake hands to greet each other. 目的状语
2. „but they shake hands to show
friendship and trust.
3. It’s another way to show
friendship and love.
4. They think it’s rude to point
with a finger. 目的状语 后置定语 逻辑主语 表语
原因状语
Learn more about “to do” with some 逻辑主语
blank filling questions:
宾语
1. My dream is ____(set up) my own
company. 定语
2. I am very happy ___(meet) you.
3. It’s fun ___(talk) with friends
on the phone.
4. My mother asked me ____(go)
shopping with her.
5. I’m busy doing my homework, so
I have no time ___(play) with you.
(There is still more about “to do”
to learn in the future.)
Post-reading Lead the students to review: What Summarize
did we learn? the new words,
phrases,
New words: greet, European, kiss, sentence
cheek, nod, thumbs-up, polite, lip, structures
rude, Italian learned and try
to remember
Phrases : shake hands with„, them.
nod/shake one’s head, mean the
opposite, well done
Sentences :
1. InChinaand abroad, people
sometimes communicate without
speaking.
2. But body language is not the same
in all cultures.
3. It’s another way to show
friendship and love.
4. InIndia, when people nod their
heads, they mean “no”.
5. In most places, people point to Review.
Homework
Blackboard
design things with their fingers. 6. They think it’s rude to point with a finger. 7. One body language is the same all around the world: a smile. Show the students some pictures and Read the Interesting ask them to tell about people’s minds. pictures and games help the tell about students people’s understand and minds. remember. He is thinking. He is impatient or in a hurry. They’re bored. Game play: divide the students into two groups. One group act and the other group guess. (group work) 1. Do some research on more interesting Check and develop. body languages and write a piece of writing about them in your own words. 2. Find out if only people can use body
新课。听力练习分三部分：听大意、判对错和填单词。其中填单词环节不但可以帮助学生理解课文，还可以检验学生对新学单词的掌握情况。而阅读部分包括四个环节：答问题、填表格、解疑难和总结“to do ”。以此完成对课文的熟练掌握。最后进行练习归纳和游戏环节，检验及巩固学习效果。教学内容和环节阶梯上升，由易到难、由简到繁；学生学习由浅入深，循序渐进，符合学生认知水平和年龄特点。讲练结合，相互影响促进；形式多样，调动了学生多种感官同时参与。学生兴趣浓厚，学习积极主动。本节课教学目标设计较为合理，能够满足八年级学生发展的需要. 教学反思