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.~。
body-language-说课稿
Module 3 Body LanguageGood afternoon,everyone. Today I'm very glad to have a chance to talk about my teaching ideas. My topic is Body language .It is made up of five parts.Part 1: My understanding of this lesson1. The analysis of the teaching materials:This lesson is a reading passage. It plays a very important part in the English teaching of this module, because we should lay particular emphasis on the students’ reading ability in senior English teaching. In this passage, we should help the students get some knowledge about the different ways to communicate with others.This passage mainly describes some greetings in European and Asian countries. At the same time, we should get the students to understand some difficult sentences and comprehend the passage better. The Ss should receive some moral education.2.Teaching aims:a. Knowledge aim: understand the main idea of the text.b. Ability aim: read and understand this passage by themselves.c. Emotional aim: increase their awareness of communication.3. Key points:How the students can understand the text better.4. Difficult points:1. Train and improve the students’ reading and speaking ability2. Some difficult language points in this passage.3. Get to know some tips of body language and employ them in intercultural communicationPart 2: My teaching theories, methods and aids1.Before dealing with this lesson, I'll do my best to carry out the following theories:Make the Ss the real masters in class while the teacher myself act as a director; combine the language structures with the language functions; let the students receive moral education while they are learning the English language.2. Teaching method:Question-and-answer activity teaching method.Watch-and-listen activity teaching method.Task-based teaching methodPair work or individual work method.Part 3 :Teaching procedures:I have designed the following steps to train their ability of listening, speaking, reading, especially reading ability. The entire steps are: Greeting and Lead-in,Fast reading,Detailed reading,Discussion, Language point and HomeworkStep 1 Greeting and lead-in1. Greet the students as usual.2. Bring in new subject: Body language3.Show some pictures about body language to Ss, and let them guess the meaning. It aims to give the Ss initial impression of body language. Step 2 Fast readingRead the passage carefully with 1’30’’ to find out the main idea of each paragraph,Step3 fast readingRead the passage carefully again and decide which ones are true and which are false. This time, Ss should not only get the answers to this Part , but also check the answer to Part 5. It is also called depth reading or study reading .It means reading for detailed information.Step 5 DiscussionWork in pairs, use 1 minute to read this passage quickly and carefully, and then fill in the form with the details. Ss just need to finish the part about China. The rest parts are their homework today.Step 6 Language pointLook at the passage again, then give Ss some important language points and they should take notes.Step 7 HomeworkFirst, finish the rest part of part 5. Second, try your best to communicate with your classmates after class. Last, preview the other parts that we willlearn next class, especially the Grammar.Part 4: blackboard designModule Three Body Language and Non-verbal CommunicationTopic sentences:1. Gestures can vary from country to country. (How)2. Some informal gestures. (Give examples)nguage point.Part 5 :Teaching ReflectionThe Ss should get more chances to practice with each other because this passage mainly describes some greetings in European and Asian countries.I think that the Ss should play a leading role but the teacher should play an assistant role in the class.In the next time, I will make more progresses.That’s all. Thank you.。
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
人教版高二英语必修四《Unit4 Body Language》说课稿
人教版高二英语必修四《Unit4 Body Language》说课稿一、课程背景《Unit4 Body Language》是人教版高中英语必修四教材中的一单元，该单元主要讲述了人类沟通中非语言形式的表达，即身体语言。
通过学习本单元，学生将能够了解和运用身体语言传达信息，提高交际能力。
本节课是该单元的第一课时，通过介绍和讨论身体语言的基本概念与意义，引导学生探索不同文化背景下的身体语言差异。
二、教学目标本节课的教学目标主要包括：1.知识与技能目标：•了解身体语言的概念与作用；•掌握身体语言的基本表达方式；•探索不同文化背景下的身体语言差异。
2.过程与方法目标：•运用合作学习的方法，培养学生的协作能力；•运用讨论与思考的方法，激发学生的思维能力；•运用情境教学的方法，增强学生的实际应用能力。
3.情感与态度目标：•培养学生的跨文化交际能力；•提高学生的自信心与表达能力；•培养学生的尊重和理解不同文化的意识。
三、教学重难点1.教学重点：•身体语言的概念与作用；•身体语言的基本表达方式。
2.教学难点：•跨文化背景下的身体语言差异。
四、教学过程1. 导入与热身（5分钟）•引入话题：通过展示几张国际知名人物的照片，让学生观察并讨论他们的身体语言，引起学生对身体语言的兴趣。
2. 知识讲解与学习（10分钟）•引入身体语言的概念：通过简明扼要的定义，介绍身体语言是指在交际中通过身体姿势、面部表情、眼神等非语言方式传达信息的方式。
•身体语言的作用：通过结合具体例子，讲解身体语言在人际交往中的重要作用，如传达情感、强调重点、交流意图等。
•身体语言的基本表达方式：结合PPT展示示例图片，讲解基本的身体语言表达方式，如手势、肢体动作、面部表情等。
3. 分组讨论与活动（25分钟）•分组讨论：将学生分为小组，每个小组选取一个国家或地区进行研究，探讨该地区的身体语言差异，并结合具体案例进行讨论。
鼓励学生主动参与，提高讨论的深度与广度。
【1】unit4 body language说课稿
Unit 4 Body Language一、说教材（一）说教材的地位和作用本课是人民教育出版社高二英语必修4第四单元第一课时的内容。
本单元的中心话题是“Body Language”,主要讲cultural differences and intercultural communication. 本课是本单元的第一课时，讲述作者在接待国际交流生的过程中所观察到的学生们彼此打招呼的不同方式所引发的一系列趣事，由此而引入熟悉各国不同肢体语言文化差异的必要性。
它为第二课时更为全面的showing our feeling with body language的学习作铺垫。
本课时的学习不但能使学生学习掌握新单词和短语，熟悉用动词的-ing格式作定语来修饰名词或作副词来修饰动词，还能帮助学生熟悉各国不同的肢体语言文化，开拓视野，激发学生深入了解异国文化的兴趣，引导积极主动探索更多的相关知识，更为实际的是，有利于学生的人际交往。
（二）教学目标：根据《课程标准》，本单元要求依据高二年级学生特点确定以下目标：1、知识与技能（1）学生能理解和掌握本单元重点单词和短语。
如词汇：representing，association，canteen，flight，approached, defence, dashing, adults, cheek等；如短语major misunderstanding, be likely to do, in general等；（2）熟悉用动词的-ing的用法；（3）能够尽可能多的掌握更多的异国文化。
2、过程与方法（1）通过例句呈现及引导学生根据文章内容猜测新词在语境中的含义来引导学生自主掌握新词及短语；（2）通过讲解和练习结合的方式使学生掌握verb-ing 的用法；（3）通过presentation 和 group work的方式使学生能够尽可能多的掌握课堂内外的异国文化知识。
3、情感、态度与价值观提高学生对于英语学习和运用的热情与兴趣，同时更好的理解文化差异促进跨文化交流意识的养成。
Bodylanguage教学设计说课稿
Bodylanguage教学设计说课稿PresentationGood afternoon,ladies and genltemen.It is a great honor to share my lesson with you.I am wanglin,come from NanChong No.2 middle school.My topic is greetings around the world,which is the second peorid of this module.I will begin my presentation, which includes 7 parts, they are analysis of the teaching material,analysis of the students, t eaching methods,learning methods, teaching procedures,blackboard design,teaching reflection.Part One —— Analysis of the Teaching Material●Content, status and functionThe content is New Senior English Book 4 Module3 Reading part, the topic is greetings around the world.The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability.So the teacher should focus on developing the students’ reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on.Moreover, the students should receive some moral education, let them know more about greeting in different countries.Reading belongs to the input during the process of the language learning,which has a geart effect on output(speaking and writing),So this lesson is very important.●Teaching aimsKnowledge aimsGet Ss to learn about the following words and phrases：aggressive,gesture,deal,greet,trust,make a deal,be busywith….Ability aimsEnable the Ss to learn about greetings around the world.Emotional aimsLet Ss have a better understanding of greetings in different countries and try to bea mind-reader,do as the romans do.●Important and difficult pointsGet the Ss to talk about greetings in different countries and act them out.Part Two ——Analysis of the studentsTake our school’s Ss for example,most of them have little interest in English,the practice ability is somewhat poor,and are shy to speak English.so I design some interesting and simple activities to catch the Ss’ attention,develop their interest,an d learn English in a relaxing atmosphere.Part There ——Teaching methodsTask-based Approach and Total situational ActionPart Four ——Learning methodsCooperative learning, Role play and Pair workPart Five ——Teaching procedures●Step1 Lead-in(review) (3mins)Activity：A game：Do the action and Facial expressions,then guess the meaning. (The T gives examples,and then the Ss’ turn.)Purpose：T o brainstorm what the Ss have known about body language.●Step2 Pre-Reading (3mins)Activity：Look at the pictures and speak what they are doing.Purpose：To introduce the topic—greetings around the world.●Step3 Fast-Reading (7mins)Activities：Choose the title and .do the match.Step3 Fast-ReadingPart 1(para1)A: Body language is interesting tostudy,we should try to be a mindreader.Part 2(para2to4)B: Body language is a kind ofcommunication,which variesfrom culture to culture.Part 3(para5)C:Different greetings around theworld.(e.g:USA,India,Asia )Purpose：To train the Ss’ skimming ability,and predicate main idea and title through pictures, the 1st, last paragraph….●Step4 Careful –Reading (13mins)Activities：Fill in the chart and do T/F.People Ways of greetingEuropeans and AmericansAsiansMuslimsPurpose：T o train the Ss’ scanning ability,have a deep understanding of greetings in different countries.●Step5 Discussion (5mins)1.Can you guess what someone is thinking or feeling by looking at his or her body language?2.H ow is body language different from spoken language?What do they have in common?3.What are some situations where we need to be very carefulabout our body language and gestures?.4.Sometimes we say one thing but our body language says something different.why does this happen?can you think of any examples?Purpose：To encourage the Ss to to think about the possibility that body language is not the same everywhere.There are cultural, regional,and individual differences in how we communicate what we think and feel with our bodies.●Step6 Post-Reading and summary (8mins)Activities：A role play：Mary is holding a birthday party,if you were her American friend,Chinese friend,Indian friend….How would you greet? What other body language could you use in the party?Purpose：T o widen the Ss’ scope of knowledge,review what they have learned,learn English in a relaxing atmosphere.●Step7 Homework (1min)Read through the passage after class.Do activity 3 on page 23.Do as the romans do!Purpose：Present the key content clearly on the blackboard.Part Seven--Teaching reflectionUse many activities to catch the Ss’ attention,develop their interest, ask Ss to learn cooperatively and positively, realising the aims of the new curriculum.However,the Ss’ English level is a little low,and they are shy to speak English, maybe some activities are a little difficult for them, so the T must encourageall the Ss.That is all for my presentation,thank you for your listening and advice.说课稿课题：Greetings around the world 姓名：王琳学校：南充二中。
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。
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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。
我选用电影导入法开始本节课的教学，使学生很快进入英语氛围同时又提高了学生学习英语的兴趣，接着用多媒体展示本节课主要内容，然后利用一系列师生、生生问答、等环节充分给学生发挥的空间，锻炼他们动脑、动口、动手的综合能力，同时也大大地激发了他们的学习热情，调动了他们的学习积极性。
四、学情分析
学习的对象是刚进入高中阶段的高一学生，他们的英语基础较差，特别是词汇量缺乏，部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性，不善于交际，学习不够主动自主。
因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。
五、说教学程序：
根据我所教班级的特点，我设计了以下教学环节：
Warming-up
Step 1.Seeng a film以电影片段方式导入新课，不但能调动起学生学习英语的兴趣，同时又能让学生对上节课的内容有所复习。
Step 2 Presentation/practice
1.导入。
利用刚才所看电影来导入本课的主题
2. 利用多媒体软件出示表情图片，让学生边看图边回答，学生看到夸张有趣的表情，使学生产生高涨的学习兴趣，为进一步教学做了良好的铺垫。
Now lets look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.
Possible answers:
3.词语风暴 As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.
happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.
4. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.
5. Picture 1: Confused; I don’t know what to do.
Picture 2: Angry; I can’t believe she said that! That is so unfair!
Picture 3: Sad; I’ve lost my wallet!
Picture 4: Happy; I got an A in my exam!
Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.
6. 猜表情游戏，利用多媒体软件出示表示一些表情的单词，让学生猜，每两人一组。
游戏不仅调动起了学生的积极性，同时也锻炼了学生的思维能力和反应能力。
Speaking
1.Ask Ss to answer the question.在做了一系列铺垫后，教师改变教学策略，训练学生的反应能力，设计了英汉互译式的问答活动，锻炼了学生的反应能力，也能观察出学生是否真正掌握了本课重要内容。
2.Ask Ss to practice in pairs.在教学环节中，更注重了学生之间的互动，安排了同桌两人之间的操练，给学生更多说的机会，更多练习的时间。
Show Time
Lead Ss to play the guessing game.游戏是活动课中必不可少的重要环节，也是学生最喜欢的活动，不仅可以对知识巩固，更能调节课堂气氛，增强学生学习的兴趣，本节课用的是Work out the following situations by using body languages in groups.
Homework
1.Ask Ss to draw a body and color it . Then introduce it .根据本班特色，学生都爱画画这一特长，充分给学生想象和发挥的空间，让学生根据自己的喜好画一张自画像，并且涂上颜色，最后再用英语来介绍自己。
不仅培养了学生思维能力、想象能力，更培养了学生的美感，同时还锻炼了学生的口语表达能力。
以上是我的说课内容。