北师大版英语九年级全册：Unit 1 Lesson1 Body Language-教案

Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。

通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。

【知识目标】身体语言的词汇和被动语态。

【能力目标】复述文章内容，与同伴分享常用的肢体语言。

【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。

【教学重点】同肢体语言在不同文化中所表达的意思。

【教学难点】使用肢体语言时我们会遇到的困难1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom angerStep3. Lead-in1.Let students talk about what they know about body language.2.Show some gestures via pictures and tell students what these gestures stands for in different country.3. Emphasize that body language is the most important form of communication. Step4. Warm-upMatch the body language with their meanings.Step5. Reading1.Skim the text. What is the writer’s opinion on the importance of body language?2.Read the text and answer the following questions in exercise3.plete the table in exercise 4 according to the text.Step6. Language points1.However, body language is used differently in different cultures.differently adv. 不同地；有差异地，常作状语修饰行为动词2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.本句中，it是形式主语，真正的主语是to show the bottom of your shoe。

Unit 1 Lesson 1 Body Language教学设计(第一课时) Lesson Focus•Passive voice•Talking about the body language you often useWarmupExercise 1Purpose: to help students match body language with their meanings •Before directing students to the photos, show them the gestures with your hand ( and with a student for the high five). Ask them if they recognise any of the gestures. Ask “What do you think they mean?”•Then direct students to the photos. Read the labels for the body language aloud. Have students act out the body language as you say them.•Say“Match the body language with their meanings”.Monitor, offering help as needed. You may wish to have students work in pairs. Answers1. d,2. c,3. a,4. bExpansion: Think about It!Ask students to say whether or not the four types of body language are appropriate or inappropriate in Chinese culture. Ask students if they know whether or not the body language is appropriate or inappropriate in other cultures, for example, in European countries, Middle Eastern countries, African countries, North or South American countries, or other parts ofAsia.ReadingExercise 2Purpose: to help students skim a text to answer a question·Direct students to the photos. Ask “What do you think these types of body language mean?”Elicit an appropriate response, for example, They show greetings. If you feel your students are ready to do the exercise, you may skip this step.•Ask students to tell you what skimming is. Make sure students understand that skimming a text means that you read to get the general, overall idea. Say“Skim the text. What is the writer's opinion on the importance of body language?”Monitor as students read, offering help as needed.•Go over the answer, asking a student to say the answer aloud. AnswersAnswers will vary but should include the following:It's important that we learn to understand other cultures' body language. Exercise 3Purpose: to help students answer questions based on a text·Direct students to the questions. Read them aloud or have a student read them. Say“Now read the text and answer the questions”. Monitor as students read, offering help as needed.·Go over the answers, asking individual students to say them aloud. AnswersAnswers will vary but should include the following:1. Sometimes we can understand messages without words.2. Bowing in Japan, kissing in Europe, and showing your feet in the Middle East.Exercise 4Purpose: to help students plete a table based on a text•Direct students to the text. Ask " What types of body language is mentioned in the text?" Give students some time to locate and underline the types (nod their heads, put their fingers up to their mouths, shrug their shoulders, bow, kiss, shake hands). If you feel your students are ready, you may skip this step.•Direct students to the table. Say ““plete the table according to the text”. Monitor, offering help as needed. If students need support, have them work in pairs.•Go over the answers, asking individual students to say them aloud. Answersagreement; put finger up to mouth; understand, care; western cultures; respect; Asia/ Asian Countries, Japan; kiss; shake handsExpansion: Show What You Know!Show students a world map. Ask them to locate the countries mentioned inthe reading. Have them say what they learned about the body language in those countries. Ask them to share any other information they know about body language in other parts of the world.Grammar: Passive voice: present simpleExercise 5Purpose: to help students plete a table with the present simple in the passive voice•Follow these steps to teach the passive voice:⭕Carry out an action, for example, drop a pen on the floor. Ask “What am I doing?”Elicit or provide You drop a pen on the floor. (Even if students answer with the present continuous, say the sentence in simple present for illustration of this grammar point.) Write the sentence on the board. Ask “What's the subject of the sentence?”Elicit You. Then ask “What's the verb?”Elicit drop.⭕Repeat the action to introduce the passive voice. Drop your pen on the floor again. Say “I’ll tell you this time, but I’ll begin the sentence ina different way. Listen: The pen is dropped on the floor”. Write thissentence on the board. Ask students to identify the subject. Elicit The pen. Ask them to identify the verb and elicit is dropped. Underline the verb in the sentence.⭕pare the two sentences. Direct students to the first sentence and ask, “Is the subject doing the action?”Elicit Yes. Explain that the subjectis active, the one who does the action.⭕Point to the second sentence and ask, ““Is the subject doing the action?”Elicit No. Explain that the subject is passive; it is the thing having the action done to it.⭕pare what happens to the verbs. Point to the first sentence and ask,“What's the verb tense?”Elicit present simple. Then show students the verb in the second sentence: the helping verb be is used in the present tense, is, with the past participle dropped.⭕Give an example with are. Drop several pens at the same time. Ask “What am I doing? Start the sentence with The pens ...”. Challenge students to figure out they should use are instead of is this time. Elicit The pens are dropped on the floor.⭕Provide more examples by carrying out more actions. Have students tell you what you are doing, using the passive voice. For example, put some books under a chair: Books are put under a chair. Close a book:A book is closed. Write words on the board: Words are written on the boar d. Give enough examples to make students fortable with the use of simple present in the passive voice. Review past participles, if necessary.⭕Give some examples of passive voice with questions and negative statements. Carry out some actions around the classroom. For example, drop some papers on the floor and ask,““Are pens dropped on the floor?”Challenge students to answer by using the tai negative form, No. Pens aren't dropped on the floor. Papers are dropped. Write the question and negative forms on the board. Practise some more.⭕Discuss how to use the passive voice in a reallife context by directing students to the to text. Ask them to find an example of passive voice. They should indicate the first sentence. Write this on the board：Body language is used everywhere. Ask students to identify the subject and verb. Ask “Do we know who does the action?”Elicit No, we don't. Explain that in some cases, it's not important to know who does the action ——the action is more important than the““doer”of the action. In some cases, we can't know who does it. Explain that these are when we use the passive students to the sentence and ask,“Which is more important, the doer of the action or the action?”Elicit The action. ⭕Introduce an example with a by phrase. First, say the sentence in the active voice :The teacher closes the book. Then say it in the passive voice: The book is closed by the teacher. Explain that in the passive voice, the doer of the action follows the preposition by. Say“Find an example of the passive voice with a by phrase in the text”. Students should identify, in the first paragraph, Some messages are understood by people around the world ... Say the sentence in the active voice, or elicit it from your students: People around the world understand some messages ... Ask“Which is more important, the action or the doer ofthe action?”Elicit or provide The action. Explain that when we know the doer of the action, but the action is more important, we can use the passive voice with a by phrase. Have students find other sentences in the passive voice with byphrases in the reading. Then do some other actions and have students use the passive voice with a by phrase. Point out that when we have a pronoun as the subject in an active voice sentence, for example, He always kisses me on the cheek when we meet , in the passive voice, the pronoun takes the objective case: I'm always kissed on the cheek by him when we meet. Give students some more practice with changing subject pronouns to object pronouns in the passive voice.•Direct students to the example sentences. Read them aloud or havea student read them. Say "Find other sentences in the passive voice inthe text". Have students do this in pairs. Then go over the sentences, reviewing the subjects and verbs, if necessary.•Direct students to the chart. Say“Now plete the chart with the correct form of be”Monitor, offering help as needed.•Go over the answers, having individual students read the answers aloud. Encourage students to answer in plete sentence.Answeris，are，am。

北师大版九年级全一册Unit 1 Language课文原文及翻译北师大版英语九年级全一册课文原文及翻译UNIT 1Unit1 Language-Reading(1)Body language is an important form of communication that is used verywhere, although we don't often think about it. Some messages are understood by people around the world simply because they are not communicated by words. For example, in many countries, people nod their heads to show agreement and they put their fingers up to their mouths to ask for silence.尽管我们不经常研究肢体语言，但它已成为一种重要的交流形式，无处不在。

世界各地的人们正是通过这些非语言交流形式来获得某些信息。

举例来说，许多国家人们点头表示赞许，手指立着放嘴巴上表示安静。

However, body language is used differently in different cultures. For example, in some western cultures, people shrug their shoulders to show they don't understand or they don't care about something. This isn't common in other places. In Asian countries, such as Japan, people bow to show respect when they greet each other or say goodbye. This isn't done in the West.然而，肢体语言在不同文化中使用不同。

Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。

通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。

【知识目标】身体语言的词汇和被动语态。

【能力目标】复述文章内容，与同伴分享常用的肢体语言。

【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。

【教学重点】同肢体语言在不同文化中所表达的意思。

【教学难点】使用肢体语言时我们会遇到的困难1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey taveller kiss European bottom angerStep3. Lead-in1.Let students talk about what they know about body language.2.Show some gestures via pictures and tell students what these gestures stands for in different country.3. Emphasize that body language is the most important form of communication. Step4. Warm-upMatch the body language with their meanings.Step5. Reading1.Skim the text. What is the writer’s opinion on the importance of body language?2.Read the text and answer the following questions in exercise3.plete the table in exercise 4 according to the text.Step6. Language points1.However, body language is used differently in different cultures.differently adv. 不同地；有差异地，常作状语修饰行为动词2. It is very rude to show the bottom of your shoe when you rest one leg on top of the other.本句中，it是形式主语，真正的主语是to show the bottom of your shoe。

北师大版英语九年级Unit 1 Language Lesson 1 Body Language 教学设计一. 教材分析北师大版英语九年级Unit 1 Language Lesson 1 Body Language主要介绍了身体语言在日常交流中的作用。

本课通过介绍一些基本的身体语言，如微笑、点头、摇头、摆手等，使学生能够理解并在实际交流中运用身体语言。

教材还包括了一些关于身体语言的文化差异，帮助学生了解不同文化背景下的身体语言含义。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写。

但在实际应用中，学生对于身体语言的掌握程度不同，有的学生可能比较内向，不太会使用身体语言，有的学生可能过于依赖身体语言，而忽视了口语表达。

因此，在教学过程中，需要针对学生的实际情况进行引导和调整。

三. 教学目标1.知识目标：学生能够掌握基本的身体语言表达，如smile, nod, shakeone’s head, wave等。

2.能力目标：学生能够在日常交流中正确运用身体语言，提高交流效果。

3.情感目标：学生能够理解身体语言在交流中的重要性，尊重不同文化背景下的身体语言含义。

四. 教学重难点1.重点：学生能够正确使用本课所学的基本身体语言表达。

2.难点：学生能够在实际交流中灵活运用身体语言，理解不同文化背景下的身体语言含义。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在实际交流中运用身体语言。

2.情境教学法：创设各种情境，使学生能够在真实的环境中学习身体语言。

3.小组合作学习：学生分组进行讨论和实践，提高交流和合作能力。

六. 教学准备1.教学课件：制作课件，包括身体语言的图片、视频等。

2.教学素材：收集一些关于身体语言的实例，用于教学实践。

3.课堂活动准备：准备一些小游戏、角色扮演等活动材料。

七. 教学过程1.导入（5分钟）利用一段关于身体语言的视频，引导学生关注身体语言在日常交流中的作用。

Unit 1 LanguageGetting Ready名词Nouns1. nationality国籍e.g.: French is a nationality and also a language.2. Russian俄罗斯人；俄语e.g.: Russian is the one compulsory foreign language on the school curriculum.3. gesture 手势；姿势e.g.: What gestures do you use to communicate?4. thumb拇指e.g.: She still sucks her thumb when she’s worried.兼类词Words with Multiple Part of Speech1. Australian adj.澳大利亚的n.澳大利亚人e.g.: She’s Italian by birth but is now an Australian citizen.2. Canadian n.加拿大人adj.加拿大的e.g.: I’m proud to be a Canadian.3. Indian n.印度人adj.印度的e.g.: She was got up as an Indian princess.4. Japanese n.日本人；日语adj.日本的，日本人的e.g.: The Japanese are our biggest economic rivals.5. wave v.挥手；挥臂n.波浪；海浪e.g.: Huge waves were breaking on the shore.Lesson 1 Body Language名词Nouns1. agreement（意见或看法）一致；协定e.g.: Are we in agreement about the price?2. finger手指e.g.: She ran her fingers through her hair.3. silence安静；沉默e.g.: They put their fingers up to their mouths to ask for silence.4. shoulder肩，肩膀e.g.: Two men usually shake hands and put their free hand on each other’s shoulders.5. custom习惯；风俗e.g.: Sometimes, people think they know about the body language customs of certain cultures.6. traveller旅行者e.g.: Many travellers aren’t sure how to bow or when to bow while in Japan.7. cheek面颊，脸颊e.g.: In many European cultures, women and children are kissed on each cheek by family members or friends when they meet in the street.8. bottom底部e.g.: It is very rude to show the bottom of your shoe when you rest one leg on top of the other9. anger怒火，怒气e.g.: He was filled with anger at the way he had been treated.动词Verbs1. nod 点头e.g.: In many countries, people nod their heads to show agreement.2. shrug耸肩e.g.: In some western cultures, people shrug their shoulders to show they don’t understand or they don’t care about something.3. bow鞠躬，点头e.g.: In Asian countries, such as Japan, people bow to show respect when they greet each other or say goodbye.4. greet和（某人）打招呼e.g.: New friends are often greeted with a kiss on the cheek by Europeans at parties.5. pat轻拍e.g.: She patted the dog on the head.6. clap鼓掌，拍手e.g.: The audience cheered and clapped.形容词Adjectives1. western 西方的e.g.: The college has brought me into contact with western ideas.2. certain某种；肯定e.g.: It is certain that they will agree.3. European欧洲的e.g.: These actions are in contravention of European law.4. rude粗鲁的；无礼的e.g.: She was very rude about my driving.副词Adverbs1. simply 仅仅，只是；简单地e.g.: Some messages are understood by people around the world simply because they are not communicated by words.2. differently不同地e.g.: Body language is used differently in different cultures.兼类词Words with Multiple Part of Speech1. Asian adj.亚洲人的n.亚洲人e.g.: You can’t lump all Asian languages together.2. kiss v.吻n.吻e.g.: Kissing is another example that we need to learn about.Lesson 2 Different Kinds of Language名词Nouns1. mate朋友，伙伴e.g.: They’ve been best mates since school.2. gas汽油；天然气；气体e.g.: How do you measure the volume of a gas?3. sneaker运动鞋e.g.: He wore old jeans and a pair of sneakers.4. petrol汽油e.g.: We drove there and back on one tank of petrol.5. spelling拼写e.g.: My spelling is terrible.6. speaker说话者；发音者；扬声器e.g.: She was brilliant public speaker.7. note钞票；笔记e.g.: We only exchange notes and traveller’s cheques.8. jumper（毛或棉的）针织套衫e.g.: The jumper comes in assorted colors.9. apartment公寓套房e.g.: I’m going to have to find a new apartment pretty soon.形容词Adjectives1. confused 糊涂的，迷惑的e.g.: People are confused about all the different labels on food these days.2. grey灰色的(=gray)e.g.: I think grey hair makes you look very distinguished.3. native本地的；出生地的e.g.: Her native language is Korean.4. confusing难以理解的，不清楚的e.g.: The instructions on the box are very confusing.5. used习惯于/ 用过的，旧的e.g.: I’m not used to eating so much at lunchtime.兼类词Words with Multiple Part of Speech1. standard adj.标准的，正常的n.标准e.g.: We aim to maintain high standards of customer care.2. check n.账单v.检查e.g.: Can I have the check, please?Lesson 3 Language Learning Tips名词Nouns1. tip实用的提示；小费e.g.: The following tips can help if you have some of these worries.2. structure结构e.g.: There are just so many words to remember, and the language structures are so difficult to understand.3. chant重复唱的歌词；歌谣e.g.: I often use chants, songs and pictures to help me remember new words.4. method方法e.g.: I’m sure you’ll find a learning method that suits you.5. subtitle字幕e.g.: Don’t read the subtitles on the screen while you watch it.6. phrase短语，词组e.g.: These rules tell us how a sentence is broken down into phrases.7. image图像e.g.: Slowly, an image began to appear on the screen.动词Verbs1. suit 适合e.g.: I don’t think this coat really suits me.形容词Adjectives1. familiar 熟悉的e.g.: Choose a familiar film – one that you’ve watched more than once.副词Adverbs1. continuously 不断地，持续地e.g.: It is difficult to listen to English continuously for a long time, so at first you may just watch 10-15 minutes a day.兼类词Words with Multiple Part of Speech1. reward v.奖励，奖赏n.奖励；回报e.g.: You deserve a reward for being so helpful.短语Expressions1. as for 至于；关于e.g.: As for me, I like to check my learning progress once a week.2. work out计划，思考；进展顺利e.g.: I’ll set my goals and work out a learning plan to achieve them.3. by the way顺便提一句e.g.: By the way, I always reward myself when I achieve my goals.4. make a difference有所作为e.g.: Remember, we’re all good at different things and we can all make a difference!5. in order to为了，目的是e.g.: We stood up in order to get a better view.6. jot down快速记下e.g.: Listen carefully and jot down useful words or phrases in a notebook.Communication Workshop名词Nouns1. topic主题；话题e.g.: For vocabulary, I think it’s useful to make word lists for different topics.2. table表格；桌子e.g.: I’ve used pictures and tables to help me, for example with verb tenses.3. verb动词e.g.: The verb should be in the singular.4. tense时态e.g.: You have to use the past tense.动词Verbs1. refer 参考；涉及e.g.: You may refer to your notes if you want.形容词Adjectives1. frustrated 懊丧，懊恼e.g.: I’m learning English and I feel so frustrated.短语Expressions1. refer to 查阅；参考e.g.: When you want to speak or write on a certain topic, you can refer to those lists.2. have a try尝试一下e.g.: You can have a try.3. no longer不再e.g.: Now I no longer feel nervous when I speak English in class!。

北师大版英语九年级Unit 1 Language Lesson 1 Body Language 说课稿一. 教材分析北师大版英语九年级Unit 1 Language Lesson 1 Body Language，本节课的主要内容是让学生了解和学习身体语言的基本知识和表达方式。

通过本节课的学习，使学生能够理解和运用身体语言，提高他们的跨文化交际能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经有了一定的了解。

但是，对于身体语言的表达方式和含义还不够了解，因此，在教学过程中，需要引导学生去发现和理解身体语言的魅力。

三. 说教学目标1.知识目标：让学生了解和掌握身体语言的基本知识和表达方式。

2.能力目标：提高学生理解和运用身体语言的能力，提高他们的跨文化交际能力。

3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心。

四. 说教学重难点1.重点：身体语言的基本知识和表达方式。

2.难点：理解和运用身体语言，提高跨文化交际能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过任务的设计和完成，引导学生去发现和理解身体语言的表达方式和含义。

2.教学手段：利用多媒体课件，图片，视频等丰富的教学资源，帮助学生更好的理解和掌握身体语言。

六. 说教学过程1.导入：通过一张有趣的身体语言图片，引导学生去思考和讨论身体语言的重要性，激发学生的学习兴趣。

2.呈现：通过多媒体课件，展示身体语言的基本知识和表达方式，让学生进行观察和理解。

3.实践：通过小组活动，让学生运用身体语言进行角色扮演，增强他们的实际应用能力。

4.巩固：通过游戏和练习，巩固学生对身体语言的理解和运用。

5.总结：通过讨论和总结，使学生更加深入的理解和掌握身体语言的表达方式和含义。

七. 说板书设计板书设计简洁明了，主要包括身体语言的基本知识和表达方式，以及一些典型的身体语言符号和含义。

八. 说教学评价教学评价主要通过学生的课堂参与，任务完成情况，以及课后作业来进行。

Unit 1 LanguageLesson 1 Body language本课是本单元的第一课，主要话题是身体语言，主要语法点是被动语态的一般现在时形式。

通过本课的学习，学生将意识到身体语言在人际交流中也有着重要的作用，掌握常用的身体姿势手势用语，学会被动语态的一般现在时形式和功能。

【知识目标】身体语言的词汇和被动语态。

【能力目标】复述文章内容，与同伴分享常用的肢体语言。

【情感目标】了解不同文化在肢体语言上的异同，培养跨文化交流意识。

【教学重点】同肢体语言在不同文化中所表达的意思。

【教学难点】使用肢体语言时我们会遇到的困难第 1 页共5 页每一日所付出的代价都比前一日高，因为你的生命又消短了一天，所以每一日都要更用心。

这天太宝贵，1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。

Step1. Getting Ready1.Ask Ss a question “What languages can you speak?” to brainstorm the concerned knowledge.2.Get Ss to read key words on P5 and discuss “Which words are languages? which are nationalities? Which are both.”3. Look at the photos on P5 and discuss the questions.a. How can we pass on information?b. How many languages can you speak? What are they?c. Do you know any sign language? What gestures do you use to communicate?(e.g. thumbs up, waving your hand…)Step2. New words1.Learn new adjectives about nationality and language.Australian Canadian Indian Japanese Russian2.Learn the key words in Lesson 1.simply nod agreement finger silence differently western shoulder Asian journey第 2 页共5 页每一日所付出的代价都比前一日高，因为你的生命又消短了一天，所以每一日都要更用心。

Unit 1 Language
Lesson 1 Body Language
First Period
教学目标
在本课学习结束时，学生能够：
1、通过阅读，概括出作者在肢体语言重要性上的观点，总结出肢体语言是如何帮助我们交流的。

2、在文中找到并写出肢体语言在不同文化中所表达的意思。

3、复述文章内容，与同伴分享常用的肢体语言。

4、了解不同文化在肢体语言上的异同，培养跨文化交流意识。

教学重点：不同肢体语言在不同文化中所表达的意思
教学难点：使用肢体语言时我们会遇到的困难
教学过程
Lesson 1 Body Language
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1、通过课文复习，进一步加强对本课内容的理解，巩固相关语言。

2、通过体会、观察和总结例句，归纳出一般现在时被动语态的结构和用法。

3、通过模仿运用，多层面练习，熟悉和巩固一般现在时被动语态的用法。

4、运用一般现在时的被动语态造句、编对话来谈论一个事件。

教学重点：被动语态（一般现在时）的结构和用法
教学难点：在真实情境中正确使用被动语态（一般现在时）。

Unit 1 Language
Lesson 1 Body Language
First Period
教学目标
在本课学习结束时，学生能够：
1、通过阅读，概括出作者在肢体语言重要性上的观点，总结出肢体语言是如何帮助我们交流的。

2、在文中找到并写出肢体语言在不同文化中所表达的意思。

3、复述文章内容，与同伴分享常用的肢体语言。

4、了解不同文化在肢体语言上的异同，培养跨文化交流意识。

教学重点：不同肢体语言在不同文化中所表达的意思
教学难点：使用肢体语言时我们会遇到的困难
教学过程
Lesson 1 Body Language
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1、通过课文复习，进一步加强对本课内容的理解，巩固相关语言。

2、通过体会、观察和总结例句，归纳出一般现在时被动语态的结构和用法。

3、通过模仿运用，多层面练习，熟悉和巩固一般现在时被动语态的用法。

4、运用一般现在时的被动语态造句、编对话来谈论一个事件。

教学重点：被动语态（一般现在时）的结构和用法
教学难点：在真实情境中正确使用被动语态（一般现在时）。

北师大版九年级全一册《Lesson 1 Body Language》2022年（有答案）同步练习卷一、单项选择1. The reporter said that the UFO ________east to west when he saw it．（）A.travelsB.traveledC.was travelingD.has traveled2. ________ the computer， I surf the Internet once a week．（）A.As forB.As inC.As fromD.As of3. His father's bad habits made ________ to him．（）A.differentB.a differenceC.differencesD.difference4. ﹣﹣Julia said she sent you a birthday card yesterday．Have you got it？﹣﹣Oh really! I haven't___________ my mailbox yet．（）A.examinedB.reviewedC.testedD.checked5. He ________ goes to work by bus．（）A.not at allB.no longerC.not longerD.not any longer二、单词拼写The boy is from Japan． He speaks J________．We think it's r________ to stare at others．In w________（西方） countries people play jokes on each other on April Fools' Day．She invented a new m________ of teaching English．I often take n________ in English class， and I write down important words and sentences．三、翻译填空顺便问一下，你喜欢我送的礼物吗？________， do you like the gift I________ you？它对你的日常生活有影响吗？Does it________ to your everyday life？汤姆不会再犯这样的错误了．Tom will________ make such a mistake．今天美国仍有大量的树木在继续被砍伐．Today， too many trees are still being________ in the USA．You can have a bed，________ （至于） him， he'll have to sleep on the floor．四、完形填空It was my first day at Grade 6． And the first lesson was（1）_______English． When I was doing nothing, Mr． Gough, our new English teacher, walked into the （2）_______． To my surprise, he held up a book, The Collected Works of Edgar Allan Poe, and askedif anyone had （3）_______it． I put my hand up, because Poe was my favoritewriter． Mr． Gough asked if I really understood （4）_______ the writer tried to say in his book． My（5）_______________ made him smile, and he asked me to write an article on that subject．After that, English classes became a new interest for me． Mr． Gough thought that students had to （6）_______a play to understand it． "Don't just read it．" he said．As time （7）_______ we developed a real friendship． He encouraged me to be a（8）_______ in the future． When I left school, he said to me, "You have a gift forwriting, Tony, and one day you'll come to realize how （9）_______ it is． Make use of itif you want your life to be complete．"Now I'm a writer and every time I sit down to write （10）_______ I think ofMr． Gough． He was more than just an English teacher, because he also taught me useful lessons in life．（1）A.boringB.excitingC.interestingD.lively（2）A.bookshopB.classroomC.supermarketD.cinema（3）A.watchedB.seenC.lookedD.read（4）A.ifB.whenC.whatD.how（5）A.diaryB.reportC.replyD.article（6）A.work outB.act outC.put oute out（7）A.passedB.walkedC.disappearedD.burned（8）A.teacherB.driverC.waiterD.writer（9）efulB.beautifulC.carefulD.thankful（10）A.anything newB.something newC.new anythingD.new something五、阅读理解Green is an important color in nature．It is also the color of most growing plants．Sometimes the word green means young, fresh and growing．Sometimes it describes something that is not yet ripe （成熟的）or finished．For example, a greenhorn is someone who has no experience, who is new to a situation, in the fifteenth century, a greenhorn was a young cow or ox whose horns had not yet developed．A century or so later, a greenhorn was a soldier who had not yet had any experience in battle．By the eighteenth century, a greenhorn had the meaning it has today﹣﹣a person who is new in a job．Someone who has the ability．﹣to grow plants well is said to have．a green thumb．The expression comes from the early 1900s．A person with a green thumb seems to have a magic touch that makes plants grow quickly and well．You might say that the woman next door has a green thumb if her garden continues to grow long after your plants have died．The Green Revolution is the name given some years ago to the development of new kinds of rice and other grains．The new plants produced much larger crops．The Green Revolution was the result of hard work by agricultural scientists who had green thumbs．‘Green is also the color used to describe the powerful emotion, jealousy（（嫉妒）．The green﹣eyed monster is not a frightening creature from outer space．It describes the unpleasant feeling a person has when someone has something he wants．A young man may suffer from the green﹣eyed monster if his girlfriend begins going out with someone else．Or, that green﹣eyed monster may affect your friend if you get a pay raise and she does not．'（1）From the second paragraph，we can conclude that________．A.a greenhorn refers to （指的是） a horn of a young cow or oxB.a word has different meanings in the same century．C.the language develops with time going byD.a greenhorn means a soldier who hasn't had any experience in battle today．（2）If a person has a green thumb，he or she probably________．A.suffers from an illness in the thumbB.does well in growing plantsC.has a thumb in green colorD.has wonderful magic and energy．（3）If Green has a beautiful dress that Mary likes very much，________A.Green may suffer from the green﹣eyed monster﹣B.Mary is probably a girl with a green thumbC.Green is probably called a greenhorn．D.Mary may suffer from the green﹣eyed monster．Green is an important color in nature．It is the color of grass and the leaves on trees．It is also the color of most growing plants．Sometimes, the word"green"means young, fresh and growing．For example, a greenhorn is someone who has no experience．In the 15th century, a greenhorn was a young cow or an ox whose horns（角）had not yet developed．A century later, a greenhorn was a soldier who had no experience in war．By the 18th century, a greenhorn had the meaning it has today﹣a person who is new in a job．Someone who is good at growing plants is said to have a green thumb（大拇指）．The expression comes from the early 20th century．A person with a green thumb can make plants grow quickly and well．The Green Revolution（绿色革命）is the name given some years ago to the development of new kinds of rice and other grains．It was the result of hard work by agricultural scientists who had green thumbs．Green is also the color used to describe the powerful feeling, jealousy（嫉妒）．The green﹣eyed monster is not a dangerous animal from outer space．It is an expression used about 400years ago by the British writer William Shakespeare in his play"Othello"．It describes the unpleasant feeling when someone has something he wants．In most places in the world, a green light is a signal（信号）to move ahead．In everyday speech, a green light means approval（赞成）to continue with a project．（1）A new soldier was called a greenhorn in the________century．A.15thB.16thC.18thD.20th．（2）A person with a green thumb________．A.is good at growing plantsB.really has a green thumbC.has no experience in warD.is new in a job．（3）A man may meet the green﹣eyed monster if________．A.he sees a dangerous animalB.he can't get somethingC.he reads a sad playD.his friend gets a prize that he wants．（4）This passage doesn't mention the history of the expression"________"．A.a green thumbB.a greenhornC.the green﹣eyed monsterD.a green light．（5）Which would be the best title of the passage？________A.Green，the color of grass and treesB.The stories about the color"green"C.Green，a sign of approvalD.Different meanings of"green"．参考答案与试题解析北师大版九年级全一册《Lesson 1 Body Language》2022年（有答案）同步练习卷一、单项选择1.【答案】C【考点】过去进行时Know Our World: Body Language【解析】记者说当他看见不明飞行物时，看见它从东往西移动．【解答】答案：C 根据时间状语从句when he saw it可知，主句用进行时态；又根据主句The reporter said，当主句是一般过去时态时，从句用过去时态的一种，所以本题用过去进行时态；过去进行时态表示过去正在进行动作，其构成形式是助动词"was/were+动词﹣ing"．故选C．2.【答案】A【考点】介词短语Know Our World: Body Language【解析】至于电脑，我一周上网一次．【解答】从the computer及所给选项，推断句意为至于电脑，我一周上网一次．这里as for表示至于，就…方面说来．故选：A．3.【答案】B【考点】其他动词短语Know Our World: Body Language【解析】他父亲的坏习惯对他有影响．【解答】make a difference有影响，是固定短语；其它选项语意不通．故选：B．4.D【考点】动词辨析Know Our World: Body Language【解析】﹣﹣Julia说她昨天送了你一张生日贺卡．你收到了吗？﹣﹣哦，真的！我还没有检查我的邮箱．【解答】A表示检查，主要指检查身体；B表示回顾；C表示测试；D表示检查，主要指检查某种情况．此处表示的是检查我的邮箱，用check．故选：D．5.【答案】B【考点】表达肯定和否定Know Our World: Body Language【解析】他不再乘公共汽车上班了．【解答】这里no longer＝not any longer表示不再，从goes判断这里谓语动词用的是第三人称单数形式，前面应该用no longer．故选：B．二、单词拼写【答案】apanese【考点】根据提示填单词（单句）Our World: How can we protect ourselves from the earthquake?Know Our World: The World Is a Big PlaceKnow Our World: Body Language【解析】这个男孩来自日本，他说日语．【解答】根据"The boy is from Japan．"因此可知这句话的意思是"这个男孩来自日本，他说日语．"故填Japanese．【答案】ude【考点】根据提示填单词（单句）Know Our World: Body Language我们认为盯着别人看是不礼貌的．【解答】考查首字母填空．根据题干：是固定短语句型it is +形容词+to do sth，做某事怎么样，根据后面盯着别人看，应该是不礼貌的，结合提示r，用rude粗鲁的．故答案是rude．【答案】estern【考点】根据提示填单词（单句）Know Our World: Body Language【解析】在西方国家，在愚人节人们相互开玩笑．【解答】西方Western，形容词，作定语．故答案为western．【答案】ethod【考点】根据提示填单词（单句）Know Our World: Body Language【解析】她发明了一种新的英语教学方法．【解答】考查名词．结合语境"她发明了一种新的英语教学___"及首字母提示，可知，应该是"方法"．a一个．填单数名词．故答案是：method．【答案】otes【考点】根据提示填单词（单句）A Trip to the Silk Road: A Visit to Xi'anKnow Our World: Body Language【解析】我经常在英语课上记笔记，记下重要的单词和句子．【解答】根据I write down important words and sentences，可知意思是我写下重要的单词和句子．从而判断前面说的是在英语课上记笔记，take notes表示记笔记．所以答案是：notes三、翻译填空【答案】Bytheway,sent【考点】Know Our World: Body Language【解析】By the way， do you like the gift I sent you？【解答】顺便问一下by the way，固定短语，作状语；送send，动词，根据句意可知，定语从句要用一般过去时．故答案为By the way，sent．【答案】make a difference【考点】汉译英Know Our World: Body Language【解析】Does it make a difference to your everyday life？【解答】有影响make a difference，动词短语，前面有助动词，用动词原形．故答案为make a difference．【答案】no longer【考点】汉译英Know Our World: Body Language【解析】Tom will make such a mistake．【解答】不再no longer，固定短语，作状语．故答案为no longer．【答案】cut down【考点】汉译英Know Our World: Body Language【解析】Today， too many trees are still being cut down in the USA．【解答】砍伐cut down，动词短语，根据句意"今天美国仍有大量的树木在继续被砍伐"可知，要用现在进行时的被动语态，其构成为am/ is/ are being done．故答案为cut down．【答案】as for【考点】根据提示填单词（单句）Know Our World: Body Language【解析】你可以有一张床，至于他来说，他得睡在地板上．【解答】至于as for，固定短语．故答案为as for．四、完形填空【答案】ABDCCBADAB【考点】记叙文完形Know Our World: Body Language【解析】本文是一篇记叙文，通过"我"与英语老师的故事，讲述了"我"不但对不感兴趣的英语产生了兴趣，而且英语老师的言行对"我"的人生也产生了很大的影响．"我们"之间也建立起了深厚的友谊．体现了岁月虽逝，但师恩尤存的人间真情！【解答】（1）A 考查形容词及语境的理解．A．无聊的； B．兴奋的；C． interesting有意思的；D．活泼的．由本文第一段It was my first day at Grade 6． And the first lesson was （1）English． When I was doing nothing说这是第一节英语课，而且"我"无事可做，所以推知英语对我来说原本是无聊的．所以选择答案A．（2）B 考查名词及语境的理解．A书店；B教室；C超市；D电影院；根据 our new English teacher， walked into the ，"我们"的英语老师，应该是走进了教室．所以答案选B（3）D 考查动词及语境的理解．A观看；B看见；C看；D阅读；根据 he held up a book， The Collected Works of Edgar Allan Poe， and asked if anyone had 老师问"是否有人读过这本书"，读书是在老师问之前的动作，符合"过去的过去"，读书要用read，所以答案选D．（4）C考查连词及语境的理解．A． if 如果；B． when何时；C． what 什么；D． how怎样．根据Mr． Gough asked if I really understood （4）the writer tried to say in his book．宾语从句，老师问"我"是否真正理解作者在这本书中想说什么？所以答案选C．（5）C 考查名词及语境的理解．A日记；B报告；C回复；D文章；根据上文asked 问，这里应该是回复，所以答案选C．（6）B 考查动词短语及语境的理解．work out：解除、算出；act out ：扮演、表演；put out：扑灭、熄灭；come out：出版、发表．根据Mr． Gough thought that students had to （6）a play to understand it先生认为学生必须，后面说来理解它，前面应该是表演出来，所以答案选B．（7）A 考查动词及语境的理解．A通过，流逝；B走；C消失；D燃烧；根据题干，as time passed随着时间的推移固定用法，故选择A．（8）D 考查名词及语境的理解．A．老师；B．司机；C．服务员；D． writer作家．本文最后一自然段中Now I'm a writer and every time I sit down to write something new I think of Mr． Gough． He was more than just an English teacher， because he also taught me useful lessons in life说道：每当"我"坐下写东西得时候，"我"就想起Mr． Gough．显然当初老师是鼓励"我"当一名作家．所以答案选D．（9）A考查形容词及语境的理解．A． useful 有用的；B． beautiful 漂亮的；C． careful 小心的；D． thankful感激的．本段中You have a gift for writing， Tony，and one day you'll come to realize how （9）it is老师说道："你已经拥有了对于写作来讲的一份礼物，有朝一日你会发现它是，后面应该是何等的有用．"所以答案选A．（10）B 考查不定代词及语境的理解．形容词修饰不定代词要放在不定代词的后面，anything一般用于否定句和疑问句中；something则用在肯定句中．everything以单数形式表达所有的概念；nothing则表示什么都没有，形容词修饰不定代词放在不定代词之后．根据 Now I'm a writer and every time I sit down to write现在我是作家，每当坐下来，应该是写一些新的东西，所以答案选B．五、阅读理解【答案】CBD【考点】人物故事类阅读Know Our World: Body Language【解析】文章大意：这是一篇说明文，主要介绍绿色是自然界中一种重要的颜色．它是树叶和青草的颜色．还介绍了与绿色有关词语的意思．有时，意思是年轻的，新鲜和成长．有时，它也描述了一些尚未完成的或不成熟的植物．有时，它指园艺才能很出色．有时，它还指嫉妒等．【解答】（1）C．细节理解题．根据第二段段意"人们常常称那些可以把植物培育的很好的人为"园艺好手"．这种说法源于1900年代早期，那些被称为"园艺好手"的人似乎有一种可以使植物长的又好又快的魔法．你可以形容邻居家的主妇是一个"园艺好手"，如果她家花园里的植物依然充满生命力而你家的早已经凋零的话．"，可知，我们能够得出结论"语言随着时间的推移而发展．"，选C．（2）答案：B．细节理解题．根据第二段第一句Someone who has the ability．﹣to grow plants well is said to have．a green thumb．人们常常称那些可以把植物培育的很好的人为"园艺好手"．可知，如果一个人有园艺天赋，他或她可能在种植植物方面表现得很好．选B．（3）答案：D．细节理解题．根据最后一句A young man may suffer from the green﹣eyed monster if his girlfriend begins going out with someone else．Or，that green﹣eyed monster may affect your friend if you get a pay raise and she does not．一个年轻人很有可能会感到"嫉妒"﹣﹣﹣如果他的女朋友和别人在一起．或者，当你加薪而你的朋友没有时，他很可能会感到"嫉妒"．可知，如果格林有一件漂亮衣服玛丽也非常喜欢．可知，玛丽可能患有嫉妒．选D．【答案】BADDD【考点】科普知识类阅读Know Our World: Body Language【解析】绿色是自然界中一种重要的颜色，它是草和树上叶子的颜色，它也是大多数植物的颜色．有时候，"绿色"这个词意味着年轻、新鲜和成长．例如，greenhorn指代的意思是没有经验的人．在15世纪，greenhorn指的是一头小牛或角还没有发育的公牛．一个世纪以后，greenhorn指的是一个没有战争经验的士兵．在18世纪，greenhorn所指代的意思与今天相同，即一个刚刚参加工作的人．擅长种植植物的人据说有一个绿色的大拇指．这个表达方式出现在20世纪初．一个有绿色拇指的人可以使植物快速、健康生长．绿色革命指代的是培育出大米和其他谷物新品种的那几年．这是有绿色拇指的农业科学家努力工作的结果．绿色也是用来描述嫉妒感觉的一种颜色．Green﹣eyed怪物并不是一个危险的外太空动物．约400年前英国作家威廉•莎士比亚首次在他的戏剧"奥赛罗"中使用，用来表示一种有人有他想要的东西时他所产生的一种的不愉快的感觉．在世界上大多数地方，绿灯是向前移动的信号．在日常讲话中，绿灯表示赞成继续进行项目．【解答】（1）B．细节理解题．根据In the 15th century，a greenhorn was a young cow or an ox whose horns（角）had not yet developed．A century later，a greenhorn was a soldier who had no experience in war．可知，在15世纪，greenhorn指的是一头小牛或角还没有发育的公牛，一个世纪以后，greenhorn指的是一个没有战争经验的士兵，因此这里的一个世纪之后是相对于15世纪说的，因此 greenhorn 指代没有经验的士兵的时间应该是16世纪；（2）A．细节理解题．根据Someone who is good at growing plants is said to have a green thumb（大拇指）．可知，擅长种植植物的人据说有一个绿色的大拇指，因此具有绿色大拇指的人就是指代的擅于种植植物的人，即is good at growing plants，be good at表示擅于做某事；（3）D．细节理解题．根据The green﹣eyed monster is not a dangerous animal from outer space．It is an expression used about 400years ago by the British writer William Shakespeare in his play"Othello"．It describes the unpleasant feeling when someone has something he wants．可知，green﹣eyed monster 指代的并不是真正的有危险的外太空怪物，而是描述的人的某种感觉，首次提到实在莎士比亚的戏剧中，表示的就是有人有他想要的东西时他所产生的一种的不愉快的感觉，即前文提到的jealousy（嫉妒）．因此答案为D；his friend gets a prize that he wants（4）D．推理判断题．从文中可以看出，文中第二段对a greenhorn的用法从15世纪一直讲到了现在，即指明了发展史；文中第三段介绍的是green thumb的来历及发展，文章第四段讲述的是green﹣eyed monster的出处，因此greenhorn、green thumb、green ﹣eyed monster的来历都已经在文章中指明了，唯独a green light没有阐明其来源，关于这个文章中只是提到现在的用法，即In most places in the world，a green light is a signal（信号）to move ahead．In everyday speech，a green light means approval（赞成）to continue with a project．因此答案选择D；（5）D．文章主旨题．文章用大部分内容介绍了不同词组或修饰词中green的不同含义，因此可知文章的主旨就是 Different meanings of"green"。

Unit 1 Lesson Body Language要点全析①Body language is an important form of communication that is usedeverywhere, although we don't often think about it . 尽管我们不经常想到肢体语言，但它是一种被到处使用的重要的交流方式。

要点although 连词，意为“虽然，尽管”，引导让步状语从句。

although 与though 意思相同,一般情况下,两者可以换用。

though 常用于非正式的书面语或口语中，而although则较为正式。

另外although 在语气上比though重。

Although/Though he is poor, he is happy.他虽然穷，但很快乐注意：在含有although 和though引导的让步状语从句的主从复合句中，不能用but。

链接中考（上海中考）_____ Mike didn't win the race, he was still wearing a smile on his face.A. IfB. SinceC. AlthoughD. Because解析：句意：_____ 迈克没有赢得比賽，他依然面带微笑。

if“ 如果”,引导条件状语从句;since“自从，因为”，可作连词引导时间或原因状语从句;although“虽然”，引导让步状语从句:because“因为”，引导原因状语从句。

分析句意可知选C。

①For example, in many countries, people nod their heads to showagreement and they put their fingers up to their mouths to ask for silence。

例如，在许多国家，人们点头来表示意见一致,将手指竖起举到嘴部来示意安静。

Unit 1 LanguageLesson1 Body Language【学习目标】通过借助本单元所学课标词汇，准确地理解阅读部分的内容，并使学生学习身势语，了解文化差异和身势语的变化，防止跨文化交际中产生误会。

【学习重难点】重点：利用所学词汇，准确梳理课文内容并能有效地从文中筛选合适的信息处理练习。

难点：如何在有限的时间内训练学生的阅读技巧与能力。

【学法指导】1.先自主学习，然后小组内进行讨论。

2.除课堂检测外，其他题要求在自主学习时完成。

【学习过程】一、课前预习短语翻译：1.对感到好奇_________2.保卫，以免受______________3.因某事向某人道歉_________4.举起；建立_______________5.相反地__________6.有可能________________7.总的来说，通常____________ 8.同某人握手___________________9.把介绍______________ 10.吻某人的脸颊___________________11.避免做某事_________________ 12.环顾_____________________二、合作探究Fast-reading: Matching workPart1:para1.It tells us that different peoples have different body language.Part2:para2-3. You are sent to Capital International Airport to meet students.Part3:para4. It’s the summary of body language.Part4:para5. It mainly talks about the examples cultural “body language”Careful-reading1. Read the passage carefully and finish the following exercises.1) Why were international students coming to China?2) How did different international students behave when they greeted each other? Fill in the form3) Is the author of this passage male or female? How do you know?4)How can we understand “These actions are not good or bad” (Line 36)? ( )A.All roads lead to Rome.B. When in Rome, do as the Romans do.2. True or False?( ) 1) Tony kissed Julia on the cheek and Julia kissed him back.( ) 2) Akira refused to shake hands with George who was from Canada.( ) 3) Ahmed Aziz was from Jordan, and he kept close to the author to ask a question.( ) 4) French people kiss each other when they meet.( ) 5) Men from Middle East and other Muslim countries will often stand quite close to other people.( ) 6) Englishmen often stand close to others or touch strangers as soon as they meet.( ) 7) Most people around the world now greet each other by kissing.( ) 8) Japanese will bow to others as greeting.( ) 9) People from Jordan will move very close to you as you introduce yourself to them.( ) 10) Some .body langua ges in some countries are good while some countries’ body language are bad.【达标检测】根据课文，完成短文。