七年级英语下：Unit-2-Body-language-lesson-3教案教科版.doc

Unit 2 Body Language
课    题
Unit 2 Body Language Lesson 3
授课类型
Discuss the grammar
能力方法目标
To grasp the grammar on page 15.
知识技能目标
To collect and review the message about body language.
情感态度价值目标
It is polite to use the right body language in different countries.
教学重点
different; correct; enjoy; can’t help doing; have to; keep doing; etc.
教学难点
Structure: v.+ to do / v. + doing
教学方法
presentation-practice-production ，简称 3Ps
媒体使用
Tape, computer
教  学  流  程  设  计
教学活动设计
设计意图
Revision
Ask some questions about Lesson 2, for example: What is the main idea of “Body Language”? What can’t Susan help doing? What body language do you use? Etc.
Revise the words and expressions in Unit 2.
Structure
Let the students read the sentences in the box and see which verbs take gerunds or to-infinitives.
T: In A, please put a check in the box for the right form of each verb. ( Then check the answers with the students. Answers: 1. to dance  2. pointing  3. to read  4. run  5. use )
T: In B, complete the paragraph by filling in the blanks with the right forms of the verbs in parentheses. ( Answers: 1. using  2. doing  3. pointing  4. doing )
T: In C, the students need to make their own dialogues with their partners. Try to use the verbs with gerunds or to-infinitives. Each person in the dialogue should use at least two gerunds and two to-infinitives.
Model Dialogue
A: What would you like to do?
B: Well, I would like to watch TV.
A: Do you like going to the movies? Would you like to come with me to the movie theatre this Friday?
B: Of course, I’d love to come.
Words and Phrases
Activity A
Let the students find the opposite words.
T: I would like you to find the word of opposite meaning for each one. Take a minute to find the proper answer in A.
Activity B
T: Write the right meanings for the given gestures in B.
Activity C
Have the students take turns making gestures and guessing what they mean in pairs.
T: You will work in pairs now. But before you do that, think of some gestures first.
Model Dialogue
A: ( wagging an index finger ) What do you think this means?
B: It means “No!”
A: Correct.
Pronunciation
Activity A
T: Try to sound out the words and write down the phonetic symbols of the underlined parts. Think of other words of each sound. Eg.
Sand, seed, song, summer
Bees, cheese, has, because
Casual, occasion, television, leisure
If possible, have the students compare the sounds in minimal pairs. Explain the sounds.
T: The first sound can be practiced with the second sound. Compare the sound difference between hiss and his, peace and peas, tense and tens, etc. The first sound is voiceless while the second sound is voiced.
Activity B
Ask the students to read the given sentences and circle the words with the sounds they learned in A.
T: Circle words with the above sounds.
    Have the students practice the tongue twisters with their partners. Ask them who reads them faster. Some students can volunteer and say the tongue twisters fast to the class.
Activity C
    Let the students read the nursery rhyme paying special attention to the first sound and the second sound. Also, ask them to say the rhyme with their books closed.

Go over body language.

Practice how to use them: need to do sth / have to / can’t help doing sth. / keep doing

Revise the opposite words

Practice how to read the sounds

Structure: to-infinitive and gerunds after verbs.
问题预测
应对措施
学生对于动词不定式作宾语及动名词作宾语运用不太理想。可以通过简单讲解本课structure之后，给其一些常见归纳，如：
只加不定式作宾语的一些动词有 – decide, agree, promise, refuse, hope, help, have, want, etc
只加动名词作宾语的一些动词有 – practice, enjoy, mind, can’t help, look forward to, pay attention to,
作    业
Revise the passage on page 15.
板书设计
Lesson Three
    need to do sth , need doing sth, need to be done
    have to …
    can’t help doing sth
    keep doing sth
教学反思

用心 爱心 专心