四川省华蓥市明月镇七年级英语下册 Module 11 body language Unit 3 Language in use教案 （新版）外研版.doc

Module 11 body language Unit 3 Language in use
教学目标
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

教学重点
  To use the imperative sentence

教学难点
  To use the imperative sentence to talk about the culture difference

学情分析
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，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

学法指导
 PWP method :task-based method

教 学 过 程
教学内容
教师活动
学生活动
效果预测
补救措施
修改意见
Step1 Revision and lead-in
Step 2 Talk about do’s and don'ts 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 can't do in Britain in pairs.
Do's
stand in line
shake hands
Say “please” and“thank you”
Open doors for others
Be on time
Don'ts
Touch people
Ask a woman's 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.学生朗读句子，并用肢体语言表达句子含义
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.学生对句意理解不是很透彻
2.学生对英国的礼仪习惯有了一定的了解
3.学生表达出了一定的错误

4.个别学生有些句子不能用英语表达
1.反复朗读，结合肢体语言，让学生理解更明白
2.教师进一步解释，让学生加深了解
3.及时加以纠正

4.教师用英语提示加以引导

板书设计
Module 11  unit 3 
step 1 ......
step 12

参考书目
推荐资料

教学反思