2019年牛津深圳广州版八年级下册英语 Unit2词汇课文教学案
Unit2 Body Language 教学目标：1. 掌握重点单词，短语，句型的用法Unit2Unit2短语take placesit uppart-time jobturn one's head towards sb hold one's head upsmile at sbmake a good impression on build a careerat the momentinstead ofcross one's arms shake handsnod one's head shake one's head remind sb about sth eye contactlook into sb's eyes look awaystart withan important part of be good athad betterThe accident at the crossroads last night.“,children! Don't lean over the desk!” Miss Li said loudly.Do you pan to find a during the summer holiday?Please me when you are talking to me so that I can clearly hear what you say. Amy always and smiles. It makes people feel welcomI never people who are rude to me.Her good appearance on us.I think it is important to if you want to be a successful person. She is busy , so you should call her later.As the libruary is not far away from here, I went there on foor riding my bike. She dancing and she got first prize in the dancing competition.You ask your mother's permission before going out or she will be angry.In Chinese culture, means "Yes".In western countries, dinners usually soup and end up with dessert.I am afraid. you will forger our trip tomorrow, so I want to it.三、根据汉语意思补全句子Unit21. 我正盼望着收到你的来信。
I am from you.2. 在中国，摇头表示你不同意。
In China, your that you disagree.3. 你擅长于与人交流吗？you with others?4. 你介意我打开窗户吗？Do you my the window?5. 我正在考虑去参观动物园。
I am the zoo.6. 取得进步的关键是努力学习。
Studying hard is making progress.7.我们使用肢体语言没有西方人那么频繁。
We don’t use body language Westerners.8. 那个男人生气地吼道：“你在撒谎！”“You !” the man shouted angrily.9. 压力太大可能会引发问题。
Too much pressure may .10.相比于待在家，汤姆周末经常去做义工。
staying at home, Tom always does some voluntary work at weekends. 11.我们第一次见面时，他就给我留下了好印象。
He me when we met for the first time.12. 这小男孩在课上总是坐得很直，并认真听讲。
The little boy always straight in class and listens to the teacher carefully. 13.巴金是中国最著名的作家之一。
Ba Jin is one of in China.14. 莉莉很小的时候就开始练习钢琴。
Lily began to practise the piano .15.在20世纪，美国通过报纸、电视、电影八英语传播到全世界。
the USA spread English all over the world through newspapers, televisions and films.Ⅰ.重点单词，短语，句型1. accept & receive【展示】We haven’t received his letter for a long time.She offered him a lift and he accepted (it). 她请他坐她的车，他就领情了。
【总结】receive 通常指被动地“收到”或“接到”，还可表示“接见”、“接待”accept 则指主动地“接受”。
【运用】用accept 或receive填空。
She his present, but she didn’t it.她收到了他的礼物，但是没有接受。
She was warmly . 她受到热情接待。
2. bored , boring, bore【展示】I was bored with work not equal to my abilities.That movie is rather boring.He bored us all by talking for hours about his new house.【总结】bored adj. “厌烦的”常用于形容人厌烦的感觉boring adj.用来形容事物bore v.“使厌烦”【运用】用bore的适当形式填空。
It’s to listen to the same story.Children easily get .I’m sorry I spoke for so long. I hope I didn’t you.3. hold【展示】She let us hold still on our seats.The rainy weather will hold for a week.【总结】hold v. “保留；使保持某种状态（或关系等）”【运用】You can your opinion, but you have to obey orders.你可以保留你的意见，可你必须服从命令。
4. late，later，lately，latest1)late adj. & adv.【展示】He is never late for school.It's never too late to mend. 改过不为晚。
(It's)Better late than never. 迟做总比不做好。
The workers often go to work early and leave off late.工人们经常是早上工，晚下班。
【总结】late意为“迟，迟的，晚的，晚期，在晚期”请记住以下几种搭配：in the late afternoon 傍晚，在下午较晚的时候in the late 1990's/1990s 在二十世纪九十年代末work late/far/deep into the night 工作至深夜late in autumn 深秋2)later adj. & adv.【展示】two hours later, the ship sank. 两小时后，轮船沉没了。
See you later! 再见！The problem will be solved sooner or later. 这个问题迟早会得到解决。
Let's discuss the question later on. 让我们以后再讨论这个问题吧。
He is to arrive at no later than 10 p.m. 他最迟不过晚上十点赶到。
【总结】为late比较级，意指较迟，较晚一些。
常指从过去或将来算起的多长时间以后要记住以下几个固定搭配：sooner or later 迟早（early or late）no later than 不迟于later on 以后，后来。
如：另外，later 还可用作状语，表示“后来”之意。
如：Later he became a doctor. 后来他当上了医生。
3)latest adj. & adv.【展示】The radio is broadcasting the latest news about the man-made satellite.电台正在播送有关人造卫星的最新消息。
A British car company was about to sell its latest type of car in Germany.一家英国汽车公司正要在德国出售其最新型的汽车。
【总结】为late的最高级。
意思是最新、最近或最迟4)lately adv. (=recently)【展示】The old palace has lately been rebuilt. 古老的宫殿最近得以重建。
【总结】lately意为“最近，近来”，通常用于现在完成时态【运用】请用late，later，latest，lately填空He went there a few days______.I want the ______.The train was 10 minutes______. 火车晚点十分钟。
Have you seen him ______?5. remind【展示】The picture reminds me of my school days.这张照片使我想起学生时代。
Please remind me to call him tomorrow. 请提醒我明天打电话给他。
I reminded him that he must go home before dark.我提醒他必须在天黑前回家。
牛津深圳版八年级英语下册《Unit 2 Body language》教
教案1课题Unit2 Body language 课型NEW WORDS备课时间1 period教材分析教学目标1.Students can master how to pronounce the new wordsand master the meanings of the words .2.Students can use the new words to make newsentences.3.Train the students ability of cooperation教学重点The pronunciation and the usages of the new words : communication ,accept, meaning , message, bored, part-time, well-dressed, expression,matter, towards, hold, remind, cross, sure教学难点gesture, expression, appearance, impression, towards, shake,教学关键Let all the students can read the words and know the meaning ofthe new words教法与学法指导Use some pictures and games and PPT教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题Step one: Warming up.Freely talk: What do you knowabout body language?Talk about the bodylanguage.1.Show somepictures of thegestures whichare used in thebody languages1.To arousethe interest andlead them toget into thewords of the newwords5第二环节观察操作、探索归纳平移的作法Step two: New words.Read the new words.2. Read after the tapeand pay attention tothe pronunciation ofthe new words:communication , accept,meaning , message,bored, part-time,well-dressed, expression,matter, towards, hold,remind, cross, sure2.Play theMP3 of the newwords for themand lead them toread in a properway.2.Let thestudents readsthe wordscorrectly.20Step three: Game time.Guess what it isStep four: Key words learning.Step five: have a competition 3.Play the game:Choose a number in anumber table andanswer the relatedquestions like : Tellthe Chinese meaning ofthe words , or Spellout the words ,or makea sentence with thewords4. Work in groups tolearn the usage of thekey word:5. let five studentsas a group and come tothe blackboard towrite down the wordswhich are speak out bythe other one student3 Prepare anumber game, andshow it on pptand givedifferentgroups marksaccording to thequestions theyanswer.4.Show the PPTof the meaningof the key wordsand let ss makemore sentenceswith the newwords5. check the wordsand give themmarks for thegroups3.To make themget familiarwith thepronunciationand the spellingof the newwords.4. Train thestudents’ability tocooperate. Letthe students indifferentleaves can takepart in theactivity.5.Provie thechances tostudents to showthemselves andpractice thespeakingability.第三环节课堂练习Step six: exercise6. Finish theexercise given onthe sheet, likeusing the correctforms of the words tofill in the blanks:_____________(communicate) is veryimportant in our dailylife.6. Correct themistakes in thestudents’exercise.6. To check theStudents ’learning situation .10第四环节课时小结step SevenHow many words do youmaster?Write them down in yoursheet7. Remember the wordsyou learn and spellthem out7. Give them apiece of paperto write thewords.7. To developthe students’ability of self–checking.5第五环节课后作业1.Dictatione the new words tomake sentences onyour own or checkthem in adictionaryRead after the tapeand then use thephonetic symbols toremember the words3. make sentences1.Dictation2.correct themistakesStrengthen theremembering ofthe words andsee if they canuse the wordscorrectly课堂教学流程Read the new words--- Games and remember the new words ---- learn the usages of the new words -----Exercise----check how they master the new words.效果评价与反思。
【春季——开学备课】(牛津版)八年级英语下册【教案二】Unit2TravellingIntegratedskills
与难点
To understand specific information by reading and listening
To complete information tables by listening for key information
教学资源
Small blackboards .pictures .a recorder
Step4Listening to the tape
The students are listening to a radio programme about traveling in China. Listen to the tape carefully, trying to answer: Which is the best season in China for them to do different things? Then put a tick in the correct boxes in Part A2 on page 34.
b. Translation
1.我不喜欢炎热的天气，但是我喜欢走路。
2.我们在计划去无锡旅行。
3.英国一年到头既不太冷也不太热。
4.春天是旅游的最好季节。
教后反思：
Finish
the exercises
Listen
to the tape
.
Finish A1. A2
Answer
the questions .
Finish Part A B C D on page 36.
Step 7.Sum up
1. We learn how to link sounds together when we speak English .
牛津广州版 八下 Unit 2 Body language. 第1课时 教案
Unit 2 Body language
【第一课时】
【教学目标】
1．通过这节课的学习，学生能够掌握文章中的核心单词和短语的运用。
2．学生将能够从课文中获得有效信息。
3．学生将能后通过人的肢体语言分析其性格特征。
【教学重难点】
1．学生需要理解在中国body language的含义。
2．学生将需要基础的英语听说读写技巧。
3．学生需要了解故事情节发展的顺序。
4．深入课文，分析事件的原因和结果。
【教学过程】
（一）活动1：导入
预先设定（根据学生掌握的背景知识进行导入）：学生已经学习过一些表达自己情感的词汇，比如快乐的，悲伤的，兴奋的等。
所以在上课前,老师将展示一些关于这些的图片，让他们给出正确的英语单词，并进行搭配。
然后告诉学生，这些都属于肢体语言。
接下来问学生：“你们还知道其它的肢体语言吗？”由此导入这节课的目标——肢体语言。
（二）活动2：讲授
读前：浏览全文，完成“五指摘要”
（三）活动3：教学活动
播放课文录音，让学生听录音，并两人一组讨论，找出文中男孩和女孩的肢体语言，并用维恩图解进行对比。
（四）活动4：巩固练习
老师为学生读课文，给出示范，让学生小组分角色朗读课文。
找出有用的词和表达，猜测词义。
程度好的学生为程度差的学生解释意思。
完成练习题B3, C1。
（五）活动5：练兵
分角色表演。
【作业布置】
完成课后练习题C2, D1, D2。
牛津深圳版八年级英语下册《Unit 2 Body language》教案：Reading
教案2课题Unit 2 Body language 课型Reading备课时间1 period教材分析教学目标1.The students can get the main idea of the passage.2.Their ability of reading and cooperation istrained .教学重点The comprehension of the passage教学难点Some difficult words and expressions教学关键Kn ow how to use your body language to communicate with others. 教法与学法指导Reading competition, cooperation, self-study.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题Step one: Free talk :What body language do youknow ?1.show some bodylanguages in class1. show somevideos aboutbody languagesfor stud ents toimitate .1.To aro usethe interest andlead them toget into thetopic aboutseasons5第二环节观察操作、探索归纳平移的作法Step two:Step three: while-reading.Reading comprehension.2. Read after the MP3and imitate theintonation of the MP33. answer thequestions accordingto the text and findsome detailed2. play the Mp3of the text andlet studentsfollow thereading3. show thequestions on asheet like : a.Why did the2.To make themget familia rwith the detailsof the text andtrain theirability ofreading3. Train thestudents’ability to getsome detailed25Step four: Discussion information.4. Why bodylanguages areimportant to us in ourdaily life?well-dressedwoman chooseDebbie? b. Whatbody languagedid Simon learnto use?c. Who is thebeautiful girl ?d. Who is MrYang?4. Divide studentsinto groups andgive some tips forthem to discuss thequestions.Thenchoose one to givea report about thequestion.informationwhile reading apassage and makestudents readthe textcorrectly.4.Provie thechances tostudents to showthemselves andpracticespeaking第三环节课堂练习Step five: exercise 6.Finish theexercise in Part Cand D6.Help them tofind the detailsin the text.6. To t rain thestudents’readingability .5第四环节课时小结step Six: Sum up 7 Sum upHow to use the bodylanguages to help youto communicate withothers in your dailylife.7. Show a PPT tosum up : Thei mportance ofbody languages7. Prepare forthe writing5第五环节课后作业 Homework 1. Read the textfluently2 write a passage totalk about th eimportance of the bodylanguagesHand out asheet whichcontain therequest ofwriting thepassageStrengthen thecomprehensionof the text.课堂教学流程Free talk --- Preparation ---Reading competition ----- Discussion---Homework .效果评价与反思。
牛津深圳广州版八年级下Unit2Period1Reading
Beginning:
Customer 1.__w__a_lk_e_பைடு நூலகம்_o_v_e_r_t_o______
Debbie insteadof Simon.
Debbie gave her a 2.__a_c_h_e_e_rf_u_l _g_re_e_t_in_g_____.
The ending: A girl walked over to Simon to 4. _r_e_m_in_d__h_im__t_h_at__to_m__o_rr_o_w_ _w_a_s_h_e_r_b_i_rt_h_d_a_y.
Debbie Simon
Where does the story take place?
= happen
Who are the young people in the photo?
Pre-reading
What body language are the boy and the girl showing? Tick ✓ B for the boy and G for the girl.
remind sb. + that从句“提醒某人……” remind sb. about sth.提醒某人（关于）某事 remind sb. to do sth.“提醒某人做某事”
later adv. /ˈleɪtə(r)/ at a time in the future; after the time you are talking about remind v. /rɪˈmaɪnd/ to help sb remember sth, especially sth important that they must do
walked over to Debbie. Debbie gave her a cheerful greeting.
牛津深圳版(广州沈阳通用)八年级下册英语教案：Unit2
Module 1 Unit 2Body languageThis unit focuses on Body Language -- "Body Language", which refers specifically to "Body Language", how to understand "Body Language", and "Body Language" intercultural and so on. This unit of language skills and language knowledge are also around the center topic of "body language", aimed at through teaching unit, with listening, speaking, reading and writing, do (act), and other forms, let the students understand and master the role of "body language" in communication and meaning, causes the student to clear the importance of "body language" in human communication, understand "body language" in the diversity of different nationalities, different cultural communication; To make the students in the future life, study, work and daily interaction as far as possible to reduce or avoid the use of "body language" may produce misunderstanding, to improve the ability of "communication" and "non-verbal communication ability.【知识目标】1．Get students to learn the useful words and expressions in this period.2．Help students to learn about useful expressions..【能力目标】To read the passage and answer some questions about body languages.【情感目标】1．Help them understand more about body languages.2．Develop students' sense of cooperative learning.【教学重点】How to train their reading ability effectively.【教学难点】1．Develop students' reading ability.2．Help students understand the difficulties.MultimediaPart1step1 Getting ready1.Look at the cartoon and answer the questions. How does Harry look?What is his problem?Do you understand why?What does he need to do?2) Think and sayWhat is body language?step2. Play a game1) Play a game2)W h a t i s t h e f u n c t i o n o f b o d y l a n g u a g e?B o d y l a n g u a g e h e l p s u s c o m m u n i c a t e w i t h o t h e r s.P r o p e r b o d y l a n g u a g e c a n h e l p u s m a k e a g o o d i m p r e s s i o n o n o t h e r s.3) What else can help us make a good impression on others?Your appearance and the way you dress will make a good or bad impression on others . These are also a part of your body language.4).What do you know about … ?ＡLook at the pictures below and match them with the adjectives from thebox. Write the words in the blanks.step3. Before you read1).B Look at the photo, the title and the introduction to the story on page 19.Then answer the qu estions below.Body LanguageDebbie and Simon are students. They both have part-time jobs at a travel company. Questions:1.where does the story take place?2.Who are the young people in the photo?3.What body language are the boy and the girl showing?Tick B for the boy andG for the girl.4.Which person looks friendlier the boy or the boy or the girl?2). Read the introductio n, the first two and last two paragraphs and complete the table.A well-dressed lady entered the office. She looked at Debbie and Simon, and thenwalked over to Debbie. Debbie gave her a cheerful greeting.Simon sighed and walked away.Mr Yang came over at once and said, “You made a good impression on her, Simon.”“That was my sister,” said Simon. “She wanted to remind me that tomorrow is her birthday.”Place ●Characters ●3).VocabularyC1 Find words from the story on page 19 that have similar meanings to the words below.1.wearing nice clothes (line 3)2. a polite word for a woman (line 3)3.the look on one’s face(line13)4.the way someone or something looks (line 14)5.keeping something in a place (line 17)Step4. While you read1.Read Paragraphs 3 to 10 and complete the table.“What’s the matter?” Mr Yang asked.“People always choose Debbie instead of me. I don’t understand.”“I do. It’s the way you communicate.”“How can that be?” Simon asked. “I don’t get a chance to speak.”“Communicating is more than just speaking. Your body language is important too.”“Body language?”“It’s the way you stand and sit. It’s your gestures and the expression on your face. Your whole appearance communicates things. You don’t give people a good impression, Simon. You look down, you never smile and you don’t turn your head towards them.“Look at Debbie. She’s holding her head up. She always smiles and looks friendly. Her body language is making people feel welcome, so they go to her for help.”2.StrategyRead Paragraphs 3 to 10 again and identify the speakers.I don’t understand .It’s the way you communicate.Communicating is more than just speaking.Body language?It’s the way you stand and sit.She’s holding her head up.What punctuation mark do we use when we quote people?Identifying the speaker•In a written conversation, a new paragraph starts and ends with quotation marks (“…”). See lines 6 –12 on page 19.•If a paragraph does not end in a quotation mark, the same speaker willstill be speaking. See lines 16 –17 on page 19.It’s the way you stand and sit. it's your gestures and expression on your face and in your eyes. your whole appearance communicate things.you don’t give them a good impressin,simon,you look down,you never smile and you don’t turn your head towards them.Look at Debbie. She is holding her head up . She always smiles and looks friendly. Her body language is making people feel welcome,so they go to her for help.These words were said by the same person-Mr Wang.Step5. After you read1).Read Paragraphs 11 and 12 and complete the table.Simon decided to improve his body language. He sat up straight and tried smiling at people.Minutes later, a beautiful girl entered. She walked over to Simon. A few moments later, she left with a smile.2).Read the last two paragraphs and identify the speakers.You made a good impression on her.That was my sister.She wanted to remind me that tomorrow is her birthday.Step6. More details1). C2 Later that day, Simon was talking with his mother. Complete their conversation with the words from the box.(图片展示填空)2). The beginning•Whom did the well-dressed woman prefer?_________________________________________________•How did Debbie greet the woman?_________________________________________________•What did Simon do then?_________________________________________________3). Read the story again and put the following sentences into the correct order.（图片展示）课本内容Step7 ComprehensionD1 Simon is talking to a friend on the phone. Read the story on page 19 and completehis words with the information from the story.Our customers always (1) ___________________________ .I didn’t know why and Mr Yang told me the reason. It w asbecause of the way (2) ______________ . I wasn’t giving customers (3) ________________ . My (4) _______________wasn’t making them (5) _____________ . So I decided to improve it.D2 Read the story again and answer the questions below in complete sentences.1 What is body language according to Mr Yang?__________________________________________________________________________________2 Why did Simon not give customers a good impression?________________________________________________________________________________________________3 Why did customers choose to talk to Debbie?____________________________________________________4 What happened after Simon sat up straight and tried smiling at people?________________________________________________________________________________________________________5 Who was the girl that walked over to Simon?_____________________________________________________Step7. Homework1.抄写单词和短语：2.模仿录音的语音、语调，朗读课文。
牛津深圳版(广州沈阳)八年级英语下册Unit2BodylanguageReading教学设计
3.各小组汇报讨论成果，教师给予评价和反馈，引导学生正确理解和运用身体语言。
（四）课堂练习
1.教师设计一些练习题，如填空、选择、改错等，巩固学生对身体语言词汇和短语的掌握。
2.学生进行角色扮演，模拟在不同文化背景下的身体语言交际，提高口语表达和肢体表达能力。
（一）教学重难点
1.重点：身体语言相关词汇和短语的掌握，以及在不同文化背景下的运用。
难点：理解并运用一般现在时描述身体语言的差异，以及文章细节的理解和推理判断。
2.重点：阅读策略的培养，提高阅读效率。
难点：在实际语境中运用所学知识，进行身体语言的模仿和表演。
3.重点：培养学生合作学习、探究学习的能力。
二、学情分析
八年级学生在英语学习方面已经具备了一定的基础，他们掌握了基本的语法知识，具备了一定的词汇量和阅读能力。在此基础上，他们对身体语言这一话题充满好奇心，但可能对跨文化交际中身体语言的差异了解不足。因此，在本节课中，教师需要关注以下学情：
1.学生在阅读方面，已经能够理解一般性的文章内容，但面对细节理解和推理判断时，仍需加强指导。
3.在阅读教学中，注重培养学生的阅读策略，如预测、扫读、细读等，提高阅读效率。同时，引导学生关注文章的结构和作者的观点，提高他们的推理判断能力。
4.针对学生的个体差异，实施分层教学，设计不同难度的任务，使每位学生都能在课堂上找到适合自己的学习内容。
5.加强课堂互动，鼓励学生积极参与，营造轻松、愉快的课堂氛围。教师堂竞赛，让学生在游戏中复习所学知识，提高学习兴趣。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结身体语言的词汇、短语和一般现在时的运用。
牛津深圳版八年级下册Unit 2 Body language 词汇和句型讲解
广州牛津版八年级下册Unit 2词汇与句型讲解1. Where does the story take place? 故事发生在何地？take place 发生。
一般指非偶然事件的发生，即这种事件的发生有其原因或事先的安排。
除“发生”外，还常翻译为“进行；举行；开展”等。
如：The meeting will take place later this afternoon. 会议将于今天下午晚些时候举行。
The Olympic Games of 2008 took place in Beijing. 2008年奥运会在北京举行。
辨析：happen发生。
常用于偶然或突发性事件。
如：What happened to you? 你出了什么事？The accident happened near the school. 事故发生在学校附近。
注意：take place和happen都不用于被动语态。
2. communication n.交流；交际communicate v.交流，沟通communicate with sb. 表示“与某人交流/沟通/联络”communicate to sb. 表示“向某人报告/通知/传达”如：Communication skills can be improved through practice. 交流技巧可以通过练习提高。
We communicate with each other by e-mails. 我们用电子邮件彼此交流。
She communicated the news to her mother. 她把这条消息告诉了她妈妈。
3. accept v. 接受（建议、邀请等）可接名词或代词作宾语。
He accepted a present from his friend. 他接受了朋友的礼物。
区别：accept表示主动而且高兴地接受， receive表示收到，但不一定接受。
牛津深圳版八年级英语下册《Unit 2 Body language》教案：Reading2
教案3课题Unit 2 Body language 课型Reading (Ⅱ)备课时间[来源:学+科+网]1 period教[来源:学科网][来源:学科网]材[来源:学科网]分析[来源:学#科#网Z#X#X#K]教学目标1.The students can use the expressions and the useful sentence structures freely.2.To master some usages of some useful expressions and develop an ability ofhow to get a further underst anding of the text.教学重点have a part-time job, a well-dressed woman , instead of , get a chance , give a goodimpression , turn towards , decide to , try doing , at once, make a good impressionon , remind sb of sth教学难点 instead of , give a good impression on , remin d sb of sth教学关键Master the difficult usag es of some phrases教法与学法指导Competition， Self-study， Partner work教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题StepⅠ: Warming up1.Free talk1 . Talk about:Which body language doyou think we use mostoften?1. Let studentsact the bodylanguages andse e which one weuse most often1.Reviewthe text as wellas train thestudents’ability ofspeaking5第二环节观察操作、探索归纳平移的作Step Ⅱ: Detailed reading.Filling the blanks.2.Fill the bl anksabout the text andfind out the usefulexpressions andstructures in the textlike : have a part-timejob, a well-dressedwoman , instead of , get achance , give a good2.finish theblank fillingexerciseaccording to thetext , and missthe importantphrases anddifficult pointin the blank2.Let them topay attention tothe details andcultivate theirability ofthinking.法StepⅢ:Important phrases and Sentence structureslearning. impression , turntowards , decide to , trydoing , at once, make agood impression on ,remind sb of sth3. Make sentences withthese importantpoints in the text andtake notes of theexplanations of theimportant points:give a cheerful greeting ,it is the way youcommunicate, get achance to do , give sb agood impression, deicideto do sth, at oncefillingexercise3. Show somepictures by PPT,and explain theusage of theimportantphrases and themain languagepoints ,t hebasicstructures ofthe text. Thenprepare severalpaper whichcontain thesentence madewith theimportantphrases3.To develop thestudents’ability ofcooperation andto make everysure studenttake part in thework.第三环节课堂练习Step VI: More practice 4. Use the right formsof the expressions tofinish the sentences.Translate the Chinesesen tences intoEnglish by using theimportant phrases inthe text4.Give them anexample to dothe exercise.Then work ingroup to checkthe answers.4. toconsolidate theusage of the keypoints of thetext第四环节课时小结Step V: sum up5. write down andremembe r theimportant poin ts ofthis class.5.Show a PPT andsum up the mainpoints of thetext and leadstudents to readitTo give ageneral idea ofthe importantpoints of thetext.第五环节课后作业Step V: Homework 1. remember theimportant points andprepare for thedictation2. Make sentences withthe important pointsand structureslearned in this class课堂教学流程Free talk→ Reciting→ Get the important points and play games →Useful-structure→ Exercise效果评价与反思。
牛津广州版 八下 Unit 2 Body language. 第2课时 教案
Unit 2 Body language【第二课时】【教学目标】1．认知目标：听懂一段有关芭蕾舞介绍的演讲。
2．能力发展目标：（1）预测要填写的单词及词性的能力。
（2）巩固提取和记录关键信息的听力技能。
3．情感目标：能在日常生活中理解别人的肢体语言和使用得体的肢体语言。
【教学重难点】巩固提取和记录关键信息的听力技能。
【教学过程】（一）活动1：Pre-listening: get students to talk about ballet.1．What did you do during the break?2．Do you like dancing? What dance do you know?Jazz tango waltz hip-hop belly dance pole dance cha cha dance Square dance modern dance ballet3．Do you like watching ballet? Let's enjoy a video. Can you say a few adjectives to describe the movements of ballet?Beautiful elegant light smooth flowing noble special4．Guess what we are going to listen to?History of ballet how to be a ballet dancer...（二）活动2：While-listening1．While-listening（1）Listen to the speech and answer the questions.①When and where did ballet start?②How many ballets are mentioned in the speech?2．Listen to the speech about ballet and complete the notes below. Write one word in each blank.BalletDancers use（1）______________such as steps, gestures and the expressions on their faces to tell stories. This type of dance started in（2）________ Europe in the（3）______ century. Swan Lake is one of the most（4）_______ballets in the world. The dancers move their arms like（5）________ and move their necks like the（6）__________of swans. Ballet dancers star training at an（7）________early age. The dancers use their（8）_______ to communicate messages.3．Skim through the text.4．Predict the words:Listen for the first time. Just listen don't write anything.2nd time. Write down the words.3rd time. Check your answers.5．Note taking.（三）活动3：After listening1．Discussion: Do you think ballet is the language of dancers? Why or why not?2．信息转述：根据所听到的内容和思维导图提供的信息，转述材料。