bodylanguage 说课稿
Bodylanguage说课稿（新课标版英语高一）
Body language 说课稿(新课标版英语高一)How to Teach the Reading Material in Module 3 of New Standard English for Senior Students Book FourHello! Everyone ! my name is--------------. I feel very honored to be here and share some of my teaching ideas.Today I am going to talk about how to teach the reading material Communication：No Problem?in Module 3 of New Standard English for Senior Students Book four.(First I am going to analyze Part 1 My understanding of this lessonThe analysis of the teaching materialThe passage introduces some examples of cultural body language in greeting people. It plays a very important part in the English teaching of this unit because it is main reading passage in this unit which is closely related to the top,Body Language and it includes the most language points of this unit. What’s more, it introduce the structures in this unit, the –ing form as the Attribute and Adverbial. By studying this lesson, students can improve their reading ability, learn different ways of greeting. At the same time, we should make students get familiar with the grammar pattern. Of course, the students should receive some moral education. Let students understand different body language，know the importance of “Do as Romans do” and respect different culture.(By learning this reading passage, I can help the students to achieve the following goals, so let’s go to the second part : Teaching aims:1. Knowledge objectsa, Enable the students to understand the main idea of the textb, learn different greetings around the world2. Ability objects:a, To improve the student’s reading ability, especially their skimming and scanning ability.b, To train the Ss’ abilities of studying by themselves and cooperating .3. Moral objects:a, enable the students to understand and respect the cultural difference in different body languageTeaching important points:---how to improve the students’ reading ability by skimming’ scanning and careful readingTeaching difficult points:---how to get the students to grasp the main idea and the key words of each paragraph as quickly as possible---how to finish a task: act out different ways of greetings and describe the performance in EnglishAnalysis of the Ss:1. The Ss have known some body language in their daily life.2. They are lack of vocabulary, and They don’t often use English to express themselves and communicate with others.3. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching methods and aidsTeaching methods: While dealing with this lesson, I’ll do my best to make students the real master of the class while the teacher as a director. So I will adopt1. Communicative Approach2. Task-based teaching approach3. group work and individual methodTeaching aids:1. multimedia2. the blackboardPart 3. Teaching steps / proceduresStep 1: Lead -in:I will give the students a performance without saying anything first then ask the students to guess what my performance is about. I will perform like this… After the performance I will ask the students why they can or can’t understand mePurpose: to arouse the students’ interest in the reading passage and Bring in new subject: Communication ;No problem?Step 2. Pre-reading1. I will ask Ss to look at the picture on P26 and the title of the passage to predict the main idea according to the following question:where are the people, who are they? and what happens to them?(2. ask Ss to use as much words as possible to describe the picture.)purpose: To develop Ss’ reading skill---predicting (and present some new words in the passage such as …)Step 3. Fast reading1. Ask Ss to read the passage quickly and answer the question.What’s the main idea of the passage?2. ask students to read again and divide the passage into several parts and match the main idea of each part.purpose: Ss are required pay special attention to the first or last Para ofthe article (or the first sentence or the last sentence of each Para.) Todevelop Ss’ reading skill --- skimming, that is, how can we get thegeneral idea of a passage as quickly as possible.Step 4: Careful reading1.In order to help the students understand the passage better, I will ask focus the Ss on paragraph 2-paragraph 4. let Ss Read these paragraphs again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time? and what does he/she mean?2. Ask the students to work in pairs, read the passage again and take turns to ask and answer the questions in exercise 2 on P27. the purpose is to help them to cooperate with each other and use English to express themselves.purpose: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.As the students know the whole reading passage better, I will go to finish the next task:Step 5: PerformanceSome students will be asked to come to the front to act out how people in the countries mentioned in the passage greet each other. While the students are performing ,others have to figure out which countries they are from and describe their performance in English.Purpose: to make students understand the passage better and express themselves in EnglishStep six: Discussion (Work in groups of four and tell each other)1. Is body language important for us students? WHY?2. Can you give some examples in which we only use body language to communicate?After the students’ discussion , a representative from each group may demonstrate their results to us. This is a good way to train students’ ability of team work.After that, I will give the conclusion that students must remember it is important to learn some information about body language,since we are learnig English, we must know a lot about body language of English native speakers, so that we can communicate with them better some day. Even between students and teachers ,body language is also important when we are having lessons we can use our body language more to communicate instead of using words.Step seven: the homework:1. Write a summary about the passage in about 30 words.Goal: To spur Ss to consolidate what they have learned.2.Find out more ways of greeting in the different cultures.Goal: To encourage Ss to study English spontaneously and independently after class, develop Ss’ cross-culture communicative skills.Part 4. Time distribution1. Lead in (2 minutes)2. pre-reading(1 minutes)3. fast reading (8 minutes)4. careful reading (15 minutes)5. performance (8 minutes)6. Discussion (5 minutes)7. Homework (1 minute)Part 5. Blackboard designThe title of this reading passage is on the top of the blackboard. Divide the blackboard into 2 parts. On the left part I will write down the structure of the passage, while the right part is for the screen.~。
bodylanguage说课稿
unit 4 Body language说课稿我今天说课的内容是新人教版高一英语必修4 unit 4 Body language的warming-up and speaking部分。
一、教材分析：本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
本课内容主要以肢体语言为主，贴近学生实际生活，是学生每天都能看到接触到的知识内容，符合学生的学习需要，迎合学生好动、好说的心理，可充分调动学生手、口、脑以及全身的反应能力，给学生充分发挥的空间。
二、说教学目标：根据学生的知识基础，接受能力以及教材对学生的要求，我制定以下三点目标：１、知识目标：能理解、会用重点、难点词汇词组２、能力目标：能在教师创设的多种环节中熟练应用所学知识，培养学生动手、动脑、动口的综合能力。
进行“请求帮助”和“提供帮助”的日常英语的句型３、德育目标：Do in Rome asλ Rome does [as the Romans do].[谚]入国问禁, 入乡随俗。
Manners make theλ man. 礼貌造就人。
通过课堂活动意识到body language在跨文化交际中的重要作用三、说教学方法：根据教学内容的选择和学生实际情况，根据新颁布的《普通高中英语课程标准（实验稿）》所倡导的教学原则，确定本节课主要采用合作学习教学法（Cooperative Learning Approach）、直观教学法、交际教学法（Communicative Approach）、以及情感激励教学法(Affective Motivation)等教学方法。
Unit 4 Body language 说课稿
Unit 4 Body languageWarming up & listening王婷0905020198 I Brief analysis of the teaching materialThe theme of unit 4--- Body language is the importance of body language in our communication. The focus of this period is what a certain gesture of the body language means in a given situation. In this period, students can learn the variety of body language and their meanings. The pictures in Warming Up provide the students with opportunities to work out the relative meanings of certain gestures. The Listening material is a story, which describes an accident happened in the road。
After the study of this period, students will improve their speaking and listening abilities and realize how to use different body language in the different occasions.II Teaching goals1 Knowledge goalsEncourage the Ss to activate the relevant vocabulary:facial, expression, agreement, yawn, misunderstand, delighted,punish, chest, adult, gesture, similar.2 Ability goals(1) Develop the Ss` abilities of speaking, listening and writing.(2) Help the Ss to make better use of sentence structure to talk about body language. Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.3 Emotion goalsCultivate Ss` sense of cooperation.III Important points and difficult points1. Teaching important points(1)Teach the students how to understand body language used in different countries or cultures as well as in different occasions.(2) Teach the students how to use body language in the most appropriate occasions.2. Teaching difficult points(1) Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.(2) Let the students know that there is both positive body language andnegative body language.IV Teaching Approaches(1)The Ss-centered Approach is adopted while the teacher is the guideand the organizer.(2)The Task-based Approach is adopted to design some tasks in each stepof the lesson.(3)The situational Approach is used to arouse the Ss` interest in English learning.V Teaching Aids: Multi-media computerVI Teaching ProceduresVII SummaryThe design of this lesson is based on Task-based Learning Approach and Situational Learning Approach. The teaching procedures carry on from the basic task to the advanced one in a relaxed atmosphere. The Ss play the principal part in every activity while the teacher is the guide and organizer. Make sure all the Ss work in all the activities and are encouraged to learn by doing and do by learning. In this way, theywill take a more active part in the tasks and become more confident. As a result, every student will raise their English level and improve their integrating abilities.。
高中说课稿body language
Situations
offer help ask for help
An old man is carrying a very heavy suitcase. Somebody is late for a flight and wants to go ahead of the queue.
Useful expressions
1、熟练掌握与“身势语”相关的词汇及表达
2、能准确理解听力材料
3、能熟练应用请求帮助和提供帮助的语言表达
情感与文化意识目标
1.了解东、西方文化的区别。 2.体验身势语的交际性 3.加强学生的表演协作意识。
三、教法 学法 分析
1.教学方法分析
演示法 讲授法 讨论法 情景教学法 任务型教法
2.学情，学法分析
discussion
Question 3. If someone you are taking to is lying, how would he behave?
step 2
Listen to the tape and choose the best answer
1. What is the correct answer to the question asked on the tape? A B C D 2. Tom was probably_____the partபைடு நூலகம். A. enjoying B. not enjoying C. leaving D. not leaving 3. The customer said “I don’t want to talk” by______. A. avoiding eye contact B. lifting her hand C. covering her mouth D. frowning
高中英语必修4Unit4Bodylanguage说课稿
高中英语必修4Unit4Bodylanguage说课稿Unit 4 Body Language-Reading Communication: No ProblemTeacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材剖析）This unit is about body language, and the text selected in thereading part demonstrates the difference and similarity of bodylanguage in many parts of the world. Through learning this passage, students are required to raise their awareness of using body languagein different parts of the world. As body language is closely related toour daily life, it is easy to arouse students’ interest in learn text. Reading skills and speaking training are designed around thetext.II. Teaching Objectives（教课目的）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技术目标）: developreading ability（skimming and scanning）as well as speaking ability.2.Cultural Knowledge Objective （文化知识目标） : knowabout the cultural differences of using body language.3. Affective Objective （情感目标） : increase students ’awareness of using body language correctly in different cultures.Focuses and Difficulties （教课要点和难点）1.Teaching Focuses（教课要点）: the difference andsimilarity of body language in many parts of the world.2.Teaching Difficulties （教课难点） : develop students ’reading abilities of skimming and scanning and ask thestudents to show their opinions with fluent English.IV. Teaching Procedures （教课步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean给.他们展现不一样的国家风俗不一样表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。
2024BodyLanguage说课稿范文
2024BodyLanguage说课稿范文今天我说课的内容是《身体语言》，下面我将就这个内容从以下几个方面进行阐述。
一、说教材《身体语言》是人教版小学语文五年级上册第四单元的内容。
它是在学生已经学习了词语意义的基础上进行教学的，是语文领域中的重要知识点，而且身体语言在交流中有着广泛的应用。
二、说教学目标根据新课程标准的要求以及教材的特点，结合学生现有的认知结构，我制定了以下三点教学目标：①认知目标：理解身体语言的基本含义，能够观察并分析他人的身体语言。
②能力目标：培养学生观察、分析和运用身体语言的能力。
③情感目标：培养学生关注他人身体语言的意识，增进人际交往能力。
三、说教学重难点在深入研究教材的基础上，我确定了本节课的重点是：理解身体语言的基本含义，能够观察并分析他人的身体语言。
难点是：通过观察和分析身体语言来推断人物心理。
四、说教法学法为了激发学生的学习兴趣和主动性，我采用了以下教法：教法：情境教学法，引导探究法。
学法：合作学习法，体验学习法。
五、说教学准备在教学过程中，我准备了图片和视频素材，以直观呈现教学内容，让学生更好地理解和记忆。
六、说教学过程根据新课标的教学理念，我设计了如下教学环节。
环节一、情境导入我会以一个有趣的故事开始课堂，讲述一个人通过观察别人的身体语言，猜测出他们的情绪和意图，并鼓励学生分享自己观察到的身体语言的例子，引起学生的兴趣和思考。
环节二、教学讲解我会利用图片和视频素材，依次介绍常见的身体语言动作和其含义，如笑脸代表开心，皱眉代表生气等，并和学生一起观察和分析图片中的身体语言，让学生能够通过身体语言来推断人物的心理状态。
环节三、情境模拟我会安排学生进行情境模拟活动，以小组合作的形式，给定一个情境，让学生根据情境设定角色并通过身体语言来表达不同的情绪和意图，同时观察其他同学的身体语言，并猜测他们的心理状态。
环节四、合作讨论学生完成情境模拟后，我会引导学生进行合作讨论，分享彼此的观察和推断，让学生能够从他人的身体语言中获取更多信息，并思考身体语言的重要性和应用场景。
高中英语《BodyLanguage》说课稿
高中英语《BodyLanguage》说课稿高中英语《Body Language》说课稿一、教材分析(一)教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。
激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。
全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.“读后”(Post-reading)部分设计了两种练习。
北师大版英语九年级Unit1LanguageLesson1BodyLanguage说课稿
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。
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Body Language and Non-verbal Communication身势语和非语言交际Reading and V ocabulary阅读理解说课稿一、说教材1.教材地位本课为高一英语第四册第三模块的阅读部分, 是本册书涉及跨文化身势语学习的部分，是很重要的一课。
本课为第二课时，是承接上一课时的单词讲解和介绍跨文化交流的引入的延伸，旨在进一步提高学生的阅读和表达能力。
学习本课有助于增强学生的交际意识，了解中外有关非语言交际的文化习俗，而且也容易激发学生的学习兴趣。
因此，在设计这节课时，我抓住身势语这条主线，将课堂与现实生活紧密结合。
我创设了贴近学生生活的真实情境，设计了各种课堂任务，使学生通过学中用，用中学，学以致用。
理论依据：《新课程标准》中的教学建议提出：学习古今中外的文化语言有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”。
2.学情分析高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。
在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。
因此，本课正是结合学生的实际情况，因材施教，激发学生的兴趣，让学生主动学习、学有所获。
理论依据：《新课程标准》中提出，学生只有对自己、对英语及其文化的学习有积极的情感，才能保持英语学习的动力并取得成绩。
我任教的班级学生程度参差不齐，具体表现为兴趣和努力程度不同。
如何达到使全体学生参与的目标，使不同的学生达到不同的学习目标，激发学生的学习兴趣，养成良好的学习方法和习惯，培养和发展学生的学习能力，是我每节课培养学生的目标。
在这节课上，我在培养学生学法和能力上主要体现在：学会合作：在学完课本上的有关非语言交际的内容后，我请学生进行分小组讨论，将书上提到的内容，结合学生了解的习俗，分小组编排、表演情境对话，加上语言和身势语，学生在此过程中学会学习和运用语言。
3.教学目标培养学生的阅读能力，训练学生通过略读找出主要信息，通过跳读找出具体信息的能力，了解中外非语言交际的文化习俗是本课的主要教学目标。
此外，还要让学生学会尊重和理解其他国家的文化习俗，学会热爱生活。
理论依据:《新课程标准》提出，教师应根据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学内容，吸引和组织他们积极参与。
3.1.语言知识目标学习并掌握单词，词组，句型，巩固扩大学生的基础知识。
1.more than e.g. It is more than a museum; It’s a school.2.be on guard ; be on (one’s) guard against e.g. The soldiers are on guard at the door.We should be on (our) guard against thieves. 3. make/do a deal with sb. e.g. We made a deal with them3.2.语言技能目标（1）发展学生听、说、读、写的基本技能。
（2）侧重培养学生的阅读理解能力。
这节阅读课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收语言，进一步提高阅读能力。
3.3.情感态度目标（1）通过多媒体和课堂活动激发和鼓励学生学习英语的兴趣。
（2）通过游戏和活动培养学生的合作精神和竞争能力。
（3）通过对本课的学习，引导学生了解不同国家的文化以及中外有关非语言交际的习俗，增强学生的交际意识，培养乐观的生活态度。
4.说教学重、难点学习并掌握单词，词组，句型，巩固扩大学生的基础知识是本课的教学重点；提高学生的阅读能力并帮助学生更准确的理解文章是本课的教学难点。
为突破重点、化解难点，教学的关键主要体现在教师的“导”字上，即学生的读是在教师的指导下完成的，针对这些，我采取整体阅读法，即在进行阅读训练时，必须通篇浏览，力求迅速抓住文章的大意或中心思想。
在此基础上，运用略读速读法、限时阅读法等进行阅读，其中每个部分都设置有相应的问题，如读文章选题目、搭配题，以及填表格题等。
二、说教法以教师为主导，以学生为主体，以语言结构的教学和语言功能的教学有机地融合一体为教学原则，坚持学生全员参与的原则，使语言交际活动贯穿教学活动的始终。
(1).运用情境教学法—应用信息技术等手段，为学生创设直观的生活情境，激发兴趣。
(2).运用任务型教学法—设计游戏、头脑风暴、角色扮演等活动任务，鼓励学生在合作、游戏中完成任务。
使学生在用中学，学中用，达到学以致用的境界，培养学生综合运用能力。
阅读前的游戏是围绕即将阅读的材料引入话题，通过游戏唤起学生的背景知识和阅读兴趣，使学生对所要阅读的材料有一定的心理准备，然后带着目的去阅读，完成相应的任务。
理论依据：《新课程标准》指出，使学生养成良好的学习习惯和形成有效地学习策略是英语课程的重要任务之一。
教师要有意识地加强对学生学习策略的指导，让他们在学习和运用英语的过程中逐步学会如何学习。
三、说学法本课的学习方法除了主要利用上述阅读技巧外，还应避免回读跟读、出声读等不良阅读习惯。
每次阅读的目的一定要明确，培养学生有效阅读。
另外，教师可以在教室四周走动，学生在阅读中出现的问题教师可协助其得到解决。
四、说教学程序Step 1. Lead in游戏导入法（直接导入主题）采用“情境教学法”, 分小组表演，邀请两组学生（每组五名学生），分别来到教室前面，第一名学生（面对教师，其他四名学生背对教师）看教师手中纸上的英文短语，用动作表演给下一名学生，通过动作接龙表演游戏导入新课话题。
目的：通过游戏，导入本课主题，肢体语言—信息传递方式之一，激发学生对本课的兴趣。
Step 2. Brain Storm利用头脑风暴的形式，让学生说出交流的各种形式。
Step 3. 新课的输入整体阅读、限时阅读和细节阅读设置有关的练习如下：(1).整体阅读—快速阅读文章，选择最佳题目。
Read the passage quickly, and choose the best title.(2).限时阅读—搭配题段落和段意。
Match the paragraphs with the main ideas.(3).细节阅读—填表格。
Complete the table by scanning the text.Step 3. 新课的输入(1).整体阅读—快速阅读文章，选择最佳题目。
Skinning：Read the passage quickly, and choose the best title.1. Saying it without words.2. When in Rome, Do as the Romans Do.3. Greetings Around the World.4. Read My mind(2).限时阅读—搭配题段落和段意。
Timing Reading：Match the paragraphs with the main ideas.Para1 greetings in Asian countries. Examples of Para2 ways of communications greetings Para3 fascinating body languagesPara4 greetings in western countriesPara5 American youth’s greetings today (3).细节阅读—填表格Step 4. 新课的输出（1）小组活动，分组讨论，看图片猜意义。
（2）角色扮演，通过看老师提供的语境，分小组讨论，配合使用恰当的身势语，编演对话。
目的：通过实际演练巩固所学的文化内容。
Chinese traditional groupChinese modern groupAmerican formal groupAmerican youth group（3）本着“快乐英语”的教学原则，看一段学生们喜欢的视频资料（同时这个身势语也正是下一节课的主要学习内容），让学生判断看完后应采用什么身势语。
目的：为下一节课做好铺垫。
D:\Module 3\视频.rm五、板书设计Body Language andNon-verbal CommunicationPhrases:1.more thane.g. It is more than a museum; It’s a school.2.be on guard ; be on (one’s) guard againste.g. The soldiers are on guard at the door.We should be on (our) guard against thieves.3. make/do a deal with sb.e.g. We made a deal with them .六、作业的布置Assignment1. 完成书后练习册上词汇和阅读的练习(Finish the Exercises of V ocabulary and Reading on Page 80 to 82.)。
2. 写一篇关于不同国家问候时使用不同的身势语的摘要（100字左右）(Summarize the greetings in different countries according to the passage)。