2019-2020年七年級英語下冊 Module 11 body language Unit 3 Language in use教案 （新版）外研版.doc

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2019-2020年七年級英語下冊 Module 11 body language Unit 3 Language in use教案 （新版）外研版 教學目標 1. To practice the use of the imperative sentence 2. To enable students to make a poster about body language 3. To be glad to find the difference between China and western countries 教學重點 To use the imperative sentence 教學難點 To use the imperative sentence to talk about the culture difference 學情分析 學生對本模塊的中心話題會很感興趣 ，握手等身體語言為學生所熟悉，便于開展聽說讀寫活動，激發(fā)學生的學習熱情，積極參加小組活動 學法指導 PWP method :task-based method 教 學 過 程 教學內(nèi)容 教師活動 學生活動 效果預測 補救措施 修改意見 Step1 Revision and lead-in Step 2 Talk about do’s and donts in a foreign country Step 3 Rewrite the sentence Step 4 Answer the questions Step 5 Around the world Step 6 Talk about different ways of saying hello and body language in China Step 7 Write the information on your poster Step 8 Show your poster to the whole class Step 9 Language points Step 10 Summary Step 11 Exercises Step 12 Homework make a poster about body language in America 1.Revise the sentences about body language. 2.Look at the table and talk about what we can do and we cant do in Britain in pairs. Dos stand in line shake hands Say “please” and“thank you” Open doors for others Be on time Donts Touch people Ask a womans age Stand too close Say anything too personal 3.Let students look at the example. Then let students follow the example to finish the following five sentences. 4.Read the words 5.Let students learn the Japanese bow. 6.As a Chinese ,we have own ways of saying hello and body language in China 7.After talking about the ways, you can write the information on your poster. 8.Show your poster among groups 9.Let students talk about the use of the imperative sentence 1.Student pay attention to the imperative sentence features. 2.學生朗讀句子，并用肢體語言表達句子含義 3.students follow the example to finish the following five sentences. Answers the questions using the words and expressions 4.Ss talk them in pairs 1.學生對句意理解不是很透徹 2.學生對英國的禮儀習慣有了一定的了解 3.學生表達出了一定的錯誤 4.個別學生有些句子不能用英語表達 1.反復朗讀，結合肢體語言，讓學生理解更明白 2.教師進一步解釋，讓學生加深了解 3.及時加以糾正 4.教師用英語提示加以引導 板書設計 Module 11 unit 3 step 1 ...... step 12 參考書目 推薦資料 教學反思