Unit 4 Body Language Reading教学设计
Unit 4 Body Language Reading "Communication:No problem?" 教学设计正宁一中冯振华一、Type：ReadingBody Language is a narrative description，which mainly deals with different body language in different culture. As we know, body language is a kind of language that can be used to express one’s innermost feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result, their language communication ability will be improved.二、Analysis of the passage1、Content Unit 4 Body language Reading "Communication: No problem?" (Module 4)2、Dealing with the passageWarming up(Lead-in) while-reading and Comprehending are designed in the reading passage.Those activities can help the students improve their reading skills and oral English ability.3、Teaching aims【Knowledge goal】①To help the students understand that body language iscross-cultural.②To help the students understand the differences among body language in different countries.（2）【Ability goal】①To help the students understand the passage and get the main idea and specific information,thus the reading skills will be developed.②To help the students express their ideas and opinions freely.③To cultivate the students’pragmatic ability of trans-cultural communication in authentic language environment.（3）【Emotional goal】①To help the students learn and respect cultures in different countries.②To develop the students’ international cooperation and their awareness of trans-culture.三、Teaching difficulties and important points（1）Teaching important points①To help the ss learn and use common body language properly in theircommunication；②To get the main idea of the text and some key information.（2）Teaching difficulties①To cultivate the students’ reading skills②To help the students learn some cultural misunderstanding caused by body language in different situations.四、Teaching methodTask-based method & Communicative-cooperation method五、Teaching aidsPPT Project Blackboard Chalk六、Teaching design（一）General designThis is a reading comprehension lesson. The key to teaching is to improve the students’ reading skills and strategies. And the teacher will help the ss improve their cultural awareness.To arouse the ss’ interest in the topic, at the very beginning of the class,the teacher uses the students’ familiar gestures (ok, quiet, stop, great) to lead in the topic and asks some students to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the atmosphere in the class is lively. At last,the teacher asks the ss: “What is body language?” As a result ,the new lesson is easily lead-in. The design of the reading activities deals with pre-reading, while-reading and post reading, including getting the main idea of the text, specific information and so on , aiming at improving ss’ reading comprehension ability and oral English ability.（二）Teaching proceduresStep 1.Leading in(1)The teacher shows some pictures on the screen. They are about some common gestures used in our daily life. Then asks some ss to guess the meaning of each gesture.(2)The teacher asks some pairs of students to come to the blackboard to perform some body language, while other students to guess what the body language means.Facial expressions: happy, excited, shocked, angry, etcGestures: Victory, well done, quiet, OK, etcPostures: Shake hands, bow, nod ,hug, etcEye contact: Wide-eyed, wink, roll eyes, etcInstructions：通过学生熟悉的手势导入本课，让学生倍感亲切，很自然地过渡到本课的话题。
接下来的学生身势语现场表演和学生分组竞猜，极大活跃了课堂气势，充分地调动了学生的学习兴趣。
甚至平时的一些英语学困生也深受感染，有了表现的机会，从而积极地投入到课堂活动中。
最后让学生自己总结什么是身势语。
这一过程既能体现本单元的主题，让学生通过亲身体验对身势语有一定的认识，了解口头语与身势语的联系激发他们的兴趣，同时有助于锻炼学生的口语，使学生在愉快的气氛中学习。
Step 2. Pre-ReadingDiscuss with the partner:1.What do you think of the purpose of language?2. How can you communicate with someone if you cannot speak? Give an example.3. How many ways can you think of to greet someone if you cannot speak?Instructions：在导入本课话题后，通过分组讨论上面三个问题，让学生思考语言的目的，同时也了解到沟通的方式多种多样，有文字、语言甚至无声的语——“身势语”，不说话也能表情达意。
Step 3. While-Reading1. Skimming: Look through the passage , and complete the following tasks:(1)What is the main idea of the text?This text mainly talks about that different ____countries________have different ___body________language.(2)What's the main idea for each part?Part1. The author was sent to meet this year's international students. Part2. People from different countries have different body language. Part 3.Summary of body language.Instructions：让学生在限定时间内快速阅读文，研究文章的结构关系，总结出全文的主题思想并找出每部分的主题句。
高中英语人教必修4 unit 4 body language reading教学设计
Unit 4 Body Language 教学课例：Reading1.教学背景分析（1）学生情况分析：本节课的学习者特征分析主要根据教师平时对学生的了解以及学生年龄段的思维发展情况而做出的：A：高二上学期的学生有较强好奇心，思维能力正处于发展关键期。
B：此阶段的学生有过较多的阅读探究及任务型的学习经验，能够运用阅读技巧解决课后的相关阅读理解问题。
C:学生在过去的生活经验中有Body Language相关的知识储备。
教材内容分析：本课是必修四unit4 Body Language的第二课时，是阅读课。
本课的中心话题是“身势语”，具体涉及“什么是身势语”“如何理解身势语”及“身势语的跨文化性”等。
这篇文章是一篇介绍性的文章，介绍的是各种背景下身势语的异同。
文中列举了不同国家对眼神交流和基本手势的不同理解和表达。
2.教学目标（1）知识与技能：A：通过阅读、能够理解并尊重不同区域的人的身体语言和其文化涵义；B:进一步培养推测、略读、找读、归纳内容等阅读技巧；（2）过程与方法：A：任务型学习，可以使学生迅速而准确的完成教学目标；B：学生能在一定程度上形成自主学习、有效交际、英语思维和陈述理由的能力，在推理与判断中培养综合分析能力；（3）情感态度与价值观：A:通过学习，培养学生表达喜好，认识到身势语的重要性以及如何正确使用身势语；B:感受文化差异，学生尊重与包容；3．教学重点（1）帮助学生通过身势语的不同了解文化之间的差异；（2）通过各种阅读方法了解文章的主旨大意以及细节内容；（3）通过阅读让学生熟悉各种不同的阅读方法并且掌握本单元的相关词汇；4.教学难点（1）学生对于不同阅读方法的掌握，如何在阅读中将听说写结合起来；（2）如何培养学生自主学习能力，例如小组讨论等；（3）如何让学生感知文化差异；9.教学过程设计（1）总体设计：本节是导入及阅读课，教学重点是培养学生的阅读策略和技巧，同时培养学生对不同文化的兴趣。
人教版高中英语必修四第4单元《body language-reading》教案
Unit4 Body Language金溪一中王萍丽课题Period 1 Warming up and Reading教学目标知识目标Get the students to learn some useful new words and expression.能力目标Develop the students’ reading ability ..情感目标Get the students to know how to greet each other in different cultures.教学重点Get the students to know basic knowledge about body language. 教学难点Develop the student s’ reading ability.教学过程Step1 Lead-inSignal to a student to close the door and ask the student the question:How do you know what I want you to do?Step2 Warming up1.What is body language?One form of communication without using any words2.Performing & GuessingStep3 Pre-reading DiscussionThere are many different ways to greet someone using words. How many ways can you think of to greet someone if you CANNOT speak? Share your ideas with your partner.Ways to greet someone without words: smile, wave, shake hands, hug, kiss, etc. Step4 Reading1.SkimmingWhat is the main idea of the text?A. There are different customs in different countries.B. Foreigners should follow the customs of the country where they are visiting.C. People use body language to send messages and people from different countries have different customs.D. The importance of knowing customs.2.Scanning(1)How many international students are there in the story?(2)Who are they and where do they come from?.3.Careful ReadingPara1When: yesterdayWho: another student and I,this year’s international studentsWhere:the Capital International AirportWhat to do: We would take them first to their dormitories and then to the student canteen.Para2Find out the two cultural mistakes the author found at the airport:Para3:Answer the following questions1.How do men from Muslim countries greet others?2.How did Tony and Darlene greet each other?Para 5:Fill in the blanksThese actions are not good or bad, but are simply ways in which .In general, studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads!Step 6 Giving PerformancePlease act out according to the following situations(choose either one):Situation 1: You are meeting a British friend in the airport, and you are going to hug him. Imagine what will happen.Situation 2: You are visiting in another country, and you want to cut hair, but you have difficulty in communicating. How can you communicate with the barber with body language?Step7 Homework:1.Recite the new words in the text.2.2. Go over “Learning about language”1. 2. And 3 on P27-28.。
Unit 4 Body Language(Reading and Thinking)教案(2课时)
Unit 4 Body LanguageReading and Thinking: Listening to how Bodies Talk 教案文本简析本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。
基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。
文本共由六个段落组成，篇章结构为“总—分”。
第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。
第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。
通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。
文章的二、三、四段均围绕这一要点展开。
为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。
第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。
第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。
第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。
作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。
第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。
作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册单元整体教学设计（视频+课件+教案）Unit 4 Body Language 教学设计一、教学目标1. 了解肢体语言在英语交流能力中的重要性。
2. 掌握一些基本的肢体语言，以及如何正确运用肢体语言进行交流。
3. 学习一些与肢体语言相关的常用英语词汇和表达方式。
4. 提高学生的观察和理解能力，增强他们的交流能力。
5. 培养学生自信和自尊心，争取利用肢体语言和表情来增强自己的信心和影响力。
二、教学重点1. 肢体语言的作用和类型。
2. 肢体语言的正确运用。
3. 常用英语词汇和表达方式。
三、教学难点1. 学生的情感态度和肢体语言。
2. 让学生在日常生活中更加注重他们的肢体语言。
四、教学过程设计Part 1. Warming-upStep 1. Lead-in(1) Name some popular body language movements and invite students to perform.(2) Explain the importance of body language in communication and how a person's movements and expressions reveal his attitude and feelings.Step 2. Discussion(1) Divide students into small groups and discuss how they feel when communicating without body language.(2) Allow groups to share their thoughts and discuss the importance of body language.Part 2. PresentationStep 1. Introduction(1) Use PowerPoint to display and explain some common body language movements.(2) Explain the differences between positive and negative body language in different situations.Step 2. Practice(1) Play a game of guessing game using body language movements.(2) Call on students to perform various body language movements and guess the meaning.Part 3. ProductionStep1. Role-play(1) Divide students into pairs and choose a situation in which body language can show their feelings such as “interview”,“making friends”etc.(2) Allow students to use body language to express themselves and evaluate their performance.Step2. Discussion and reflection(1) Ask students to share their experience of using body language to express themselves.(2) Encourage students to use positive body language in their daily lives and share their experiences.五、教学评价(1) 观察学生的参与度和表现度。
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. 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. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
Unit4BodylanguageReadingandThinking教学设计高中英语人教版选择性
人教版（2019）选择性必修第一册Unit 4 Body LanguageReading and ThinkingTeaching Plans本节课的教材分析：该节课的教材内容主要包括一篇名为《Body Language》的阅读材料，该材料介绍了肢体语言的功能、文化差异以及对人际交流的影响等内容。
在阅读材料之后，还有一些相关的问题和讨论，帮助学生进一步理解和思考肢体语言的特点。
教学目标：1. 通过找主题句来梳理全文的篇章结构，掌握文章主旨大意，了解肢体语言的功能和文化差异性。
2. 通过自主阅读，小组合作，培养逻辑思维、语言表达能力以及团队合作精神。
3. 通过解读文本，思考肢体语言的特点及其对现实生活的意义，体验文化差异，发展批判性思维。
教学重点：1. 掌握文章主旨大意，了解肢体语言的功能和文化差异性；2. 培养逻辑思维、语言表达能力以及团队合作精神；3. 培养学生对肢体语言特点和文化差异的思考能力。
教学难点：1. 帮助学生理解肢体语言对人际交流的重要性，并对肢体语言进行深入思考；2. 培养学生的团队合作精神，让学生在合作中共同完成任务。
学情分析：学生为高一年级的学生，英语水平普遍较低，课本中的阅读材料有一定难度。
学生在日常生活中对肢体语言已有一定的接触和了解，但他们对于肢体语言的功能和文化差异可能还不够清晰。
教学策略：本节课将采用启发式教学策略，通过文本引导学生主动思考和讨论，培养学生的批判性思维能力。
同时，采用小组合作学习形式，通过小组合作完成任务，培养学生的团队合作精神。
教学方法：阅读和讨论、小组合作具体教学过程：1. 导入：根据学生的实际经验，以问题的形式让学生思考肢体语言的重要性和作用。
2. 阅读：让学生自主阅读《Body Language》一文，并在文中找出主题句，理解全文的篇章结构，把握文章主旨大意。
3. 讨论：分成小组进行讨论，分享各自对肢体语言的理解和感受，讨论肢体语言在不同文化背景下的差异。
人教版高中英语必修四 Unit 4 Body Language Reading教案 (1)
（人教版）高中英语必修四 Unit 4 Body Language四、教学策略1. 运用导学案的形式，培养学生自主阅读的习惯。
2.学生通过听、说、读、写这四种基本形式，完成对课文由浅入深的理解.3.通过速读和细读形式，训练学生对课文信息的获取和处理能力。
4.利用视频教学，让学生对身势语在不同文化背景下呈现出不同含意有一个更加生动的了解。
五、教学重点和难点重点: 如何提高学生的阅读理解能力，培养学生捕捉关键句和查读寻找信息的能力。
根据英语课程标准关于语言技能的教学建议，略读与细读是阅读教学的基本技能之一，是学生必须掌握的。
难点：如何通过小组合作，对课文信息进行摄取和取舍，运用所学语言知识，运用各种“身势语”来进行交流。
根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。
六、教学步骤 Teaching proceduresSteps Teacher’s activities Students’ activities AimsStep 1：Lead ine body language toact: I win and I’m happyto lead in this class.2.Ask students to enjoysome pictures andconclude what’s bodylanguage.3. Ask students to play agame.4.Ask students to enjoya video about differentcountries use differentbody languages toexpress the samemeaning.1. Look at what theteacher acts and guessher meaning.2.Enjoy the picturesand act body language .3.Watch the video anddraw a conclusionBy showing somepictures,acting andplaying the flash toarise students’interest in bodylanguage.Steps 2：Reading Task1: Skimming 1.Ask students to predictthe main idea by lookingat the title and thepicture on page 26.2.Ask students to dividethe passage into fourparts and match the mainidea of each part.3.Ask students to findhow many characters arementioned in ourpassage and who arethey in the picture.1.Work in groups anddiscuss to choose theright main idea as soonas possible.2.Skim the passage andmatch the rightanswers, then readtogether.3.Find the characters.Practic e students’skimming skills tohave a generalunderstanding aboutthe passage.Steps 3：Reading Task2:Detailed reading 1.Ask students to readpara.1 together andfind the information ofwhen、who、where andwhat.2.Ask students to listento para. 2-3，fill the tableabout Nationality andBody Language thenplay a game.3.Ask students to listento part3 and part4 andchoose the rightanswers.1.Read together andfind the four “wh”2.Listen to the tape andfind details to finish thetable.3.Work in pairs to actdifferent countries havedifferent greetingways,then other groupsguess which country arethe actors from.4.Listen to part 3-4 andchoose the rightanswers.By giving differenttypes of questionswhich are arrangedfrom the shallower tothe deepen,on onehand,students have adeeper understandingof the passage,on theother hand,theypractice readingskills,spoken Englishand Listening.Step4:Summary1.Play a flash aboutbody language.2.According to theflash and the passage,summarize the wholeclass. 1.Enjoy the flash andreview what they havelearned today.2.With the help of theteacher, summarize thewhole class and readthe summary.Deepen students’understanding ofbody language in theworld and build uptheir internationalcommunication。
Unit4BodyLanguageReadingandThinking教学设计-2023-2024学
Teaching Design:Unit 4 Body languageTeaching Hours: 40 minsTeacher: Mrs CaoLesson type: ReadingLearning Aims:Knowledge objectives: grasp some important words, phrases in this part;get the students to own their concept of body languageSkill objectives: master related reading skills；Emotional objectives: learn to accept cultural differences and develop cultural confidence. Teaching Important and Difficult Points:1.Help students to get familiar with the key words in the passage2.Help student to get into the learning of all kinds of body language and how to express properly using our body language.Teaching Procedures:➢Step 1:LeadinLet's supposeYou have a foreign friend named Nick who will e to China next month.How can you municate with him when he es ?How many ways of munication?Written language Spoken language Body languageLook and guessShow some pictures with some postures of gestures; students guess meaningsWhether you can have effective munication?Look and think.What helps you guess the meanings?What is body language?Body language is one form of _____________ (交流) without using words, including eye contact , facial____________, gestures, and __________ (姿势).➢Step2. Prereading PredictionRead the title together.T: Can our bodies really talk? Why does the writer use “talk” in the title? (personification) What may be talked about in this text?Go through the whole text and check predictions.➢Step3: WhilereadingTask 1. Read for main ideaWhat is the main idea of the text?A. The cultural similarities of body languageB. The differences between body language and spoken language.C. The characteristics of body languageD. Body language in different culturesTask 2. Read for structure and main ideasUnderline the topic sentence in each part, and choose the structure of the text. Then guide the students to summarize each partTask 3. Read the text quickly and choose the best answer.1. How does the passage develop ？A. By giving examples.B. By giving data.C. By giving definitionD. By analyzing facts.2. In which country do people kiss each other on the cheek when they meet?A. Russia.B. Japan.C. Bulgaria.D. Albania.3. What did the gesture for “OK” mean in Japan?A. zeroB. moneyC. impoliteD. yes4. Which statement does the author possibly agree with?A. Never too old to learn.B. Four eyes see more than two.C. Every country has its own custom.D. When in Rome, do as the Romans do5. What does the sentence “there is nothing better than seeing the smiling face of a good friend” imply?A.Friend's smiling face can drive away our bad mood.B.We can ask our friends to smile when we are sad.C.Smiling is a good way to break down barriers.D.A smile helps us find friends in a world of strangers.Task 4 . Read and finish the blanks.Read the rest of the text and plete the table on the worksheet. (Whatbody language, meaning, country; how)Why does the writer employ so many examples?➢Step4: Postreading Critical thinking1.Can you think of other uses of smile?（pair work)2.How do we better understand the title after learning the passage? What should we pay attention to when we “listen to bodies talk”?(group work)T reat every culture equallyA ppreciate differencesL earn ways of municationK now cultures and customsHomeworkSearch the internet to find out different meanings of the thumbup gesture; make a representation in class.。
人教版高中英语必修4《Unit4Bodylanguage》教案
人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。
Unit 4 Body Language_Reading 体现学科核心素养的教学设计.
Unit 4 Body Language:Reading 体现学科核心素养的教学设计一、学课型：阅读课Body Language也是一种语言，既是语言那就能用于交流，本单元中的reading 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同。
旨在通过对本课的阅读和学习引导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。
二、教材分析：1、教学内容 Unit 4 Body language Reading "Communication: No problem?" (Module 4)2、教材处理该教材的阅读材料部分设计了导入、读前和读后练习。
笔者在实际教学中紧扣课文主题，结合读前和读后练习设计了导入、阅读、总结和作业四个主要教学步骤，旨在通过这些活动帮助学生掌握有效的阅读策略和技巧，同时提高学生的口语表达能力。
3、教学目标（1）知识目标①理解体态语的涵义、体态语的跨文化性；②理解体态语的文化差异。
（2）能力目标①能读懂、理解文章，按要求筛选和提取所需信息，从而提高阅读能力；②能就作者的某些观点发表意见，展开讨论；③在真实语言环境中进行跨文化交际，培养学生的语用能力。
（3）情感目标①了解并尊重异国文化，在英语交流中能理解并尊重他人的情感，体现国际合作精神，培养学生的跨文化意识。
②在有趣的话题激励下，师生互动、生生互动，调动学生的学习兴趣。
三、教学重点和难点（1）教学重点①帮助学生了解、掌握并且会正确使用日常生活中的一些常用身势语；②把握篇章中心内容，获取文章关键信息。
（2）教学难点①培养学生的阅读策略和技巧。
②了解由于文化背景的差异而造成见面问候方式不同的现象。
四、教学设计（一）总体设计本节课是阅读课，教学重点是培养学生的阅读策略和技巧，同时引导学生用所学语言知识及写作技巧完成课后的书面表达练习。