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

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【北师大版】九年级英语全册Unit1LanguageLesson1BodyLanguage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。

初中英语北师大版九年级全册《Unit 1 Lesson 1Body language》课件

different adj. 不同的；有区分的” 可以作定语来修饰名词，也能够作表语，这常常与介词from搭配连用。 e.g. Can you explain this question in a
different way? Mary is different from Jane. Different people may think differently.
不要亲吻小动物。 European adj. 欧洲的 bottom n. 底部 anger n. 怒火，怒气
Lead-in
What do you know about body language?
A gesture is a form of nonverbal communication made with a part of the body. The language of gesture is rich in ways for individuals to express a variety of feelings and thoughts.
【拓展】 difference n. 差别；差异，不同(之处) 既可作可数名词，也可作不可数名词 e.g. There is not much difference in price
between the two computers. Can you find five differences between the two pictures?
It’s important that we learn to understand other cultures’ body language.
Read the text and answer the following questions.

Unit1Lesson1BodyLanguage教学设计九年级英语北师大版全一册

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。

初中英语北师大版九年级全册《unit1 1lesson1 body language 》课件

New friends are often greeted with a kiss on the cheek by Europeans. Two men usually shake hands and put their free hand on each other’s shoulders.
3rd –reading 4 Complete the table according to the text.
How many smile faces 能够匹配能够阅读文能够比较流利的能够在组员帮
can you get ? （）肢体语言章回答相关阅读课文
助下复述课文
和其意义问题
Excellent
Good
Not bad
Homework
1．听录音大声朗诵课文 2．将复述的课文内容整理在作业本上。
is used differently , in western cultures, in Asian countries
as important as communicate with
Talk about the body languages and meanings in the text in pairs
用be used to do 连接
Nod your head 点头
show agreement
Shrug your shoulder 耸肩
show you don’t care about something
Kiss sb on the cheek 亲脸
greet each other
Shake hands
Body language is an important form of communication that is used everyw3. Read Para. 1 and answer the question.

北师大版九年级全一册 Unit 1 Language课文原文及翻译

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。

【北师大版】九年级英语全册Unit1LanguageLesson1BodyLanguage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。

北师大版英语九年级Unit 1 Language Lesson 1 Body Language 教学

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。

北师大版英语九年级全册Unit 1单词及短语

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!。

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Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。

“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力” 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以及部分东西方手势语的区别。

【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】a．身势语的中外文化的区别及其动作的正确表达。

b．学生课外查阅资料的能力培养。

【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标a．充分发挥情感教学的优势。

b．加强学生的团体协作意识。

c．了解东、西方文化的区别。

【教学方法】1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】英语作为基础教育课程之一，历来备受重视。

面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。

然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。

因此，我们教师应切实提高学生的基础知识和基本技能，尤其是英语交际能力, 并且在此基础上扩充学生学英语的知识面，鼓励学生在课外进行大量的英语阅读，首当其冲的就是要引起学生对学英语的兴趣。

为了这样的最终目的，教师的备课，钻研教材，教师的教学设计就显得举足轻重。

【教学过程】Step1．Lead-in ( 2 minutes)Step2．Warming up by learning words and expressions ( 3 minutes)Step3．Warming up by seeing a flash ( 6 minutes)Step4．Warming up by looking at some pictures ( 9 minutes)Step5．Listening ( 4 minutes)Step6．Preparing( 6 minutes)Step7．Performing ( 8 minutes)Step8．Playing a game ( 6 minutes)Step9．Summary & Homework (1 minute)【学情预测】1．“身势语”话题顺利引入。

2．教学任务布置得当。

3．多种活动方式的理想教学效果。

4．作业布置有针对性。

【教学方法】1.用flash—“If you are happy”导入，并让学生跟着做flash里面的动作，以此来引起学生对身势语的兴趣。

2.通过独立完成，两人合作及小组合作以此来确保每位同学都参与进来。

3.用手势及动作表达出要求表演的内容。

【教学过程】Step 1 GreetingsT: Good morning, boys and girls.Ss: Good morning, daisy.T: Sit down, please.Step 2 Lead-inT: First, let’s look at some useful words and expressions. (communicate，greet，facial，hug，shake，nod，express，expression ，cheek，major，verbal，nonverbal，misunderstand ，misunderstanding，be likely to, in general )(explain them one by one, and then lead students read after the teacher.)T: There is a flash, do you want to see?Ss: Yes.T: While enjoying it, please do the actions accordingly. Ok?Ss: Ok, no problem.(The teacher plays the flash”If you are happy”, and do the actions together with students accordingly.)T: Is it interesting?Ss: Yes, very interesting.T: Someone has translated this song into a Chinese one, do you know the name of it? Can you guess it?Ss: 如果感到幸福你就拍拍手.T: Wonderful, you always make me very happy, so I ......(The teacher smiles.)Ss: Smile.T:Yeah, Max Eastman once said ,”A smile is the universal welcome ”, now think it over ,on what occasions will we smile or what can we use smile to do? You can discuss in pairs, and then Iwill ask someone to express you ideas. Is that clear?(A moment later.)T: Does anyone like to report you ideas?S1: When we want to talk to othersT: Good．Anyone else?S2: When we want to get some help from others.T: Well down..Anybody else?S3: When we do something wrong.T: Very good．Now, let’s take a look at the functions of smile. We can use smile to express almost any emotion, we can use it to apologize, to greet, to ask for help, to start a conversation, to make people happy, and to get through difficulty. So you see, smile is very important in our daily life, you should smile as much as possible. Do you agree with me?Ss: Yes.T: Does smile belong to verbal language or nonverbal language?Ss: nonverbal language.T: Yes, what is the other name of nonverbal language?Ss: Body language.T: Very good, today, we are going to learn unit 4 Body language.Step 3 Warming upT: Now, let’s learn something about body language. Body language mainly includes three parts------facial expressions, gestures and actions. (and describe the three pictures one by one)He is very happy, so he smiles brightly.What is the boy doing? He is moving hands in circle. Themeaning of this gesture is full.What does this action mean? It means welcome. Maybe thebeautiful girl is a waitress. she welcomes someone.T: Now, let’s look at some facial expressions.Facial expressions What she said?How is she feeling?I’ve lost my wallet!sadI want to sleep! tiredI got an A in maths! happyI don’t know what to do?confusedI can’t believe she saidangrythat.It’s unfair!T: Please look at the screen. Let’s take a look at the following gestures:gesture meaningGood．Come here. Bad!Good luck!meI don’t know. Stop!Ok!Be quiet! Victory!handclap/appaluseT: What are the actions of the above gestures? What do they mean?S1: The first gesture is a half-closed hand with the thumb up. It means the one who gives this gesture appreciates someone.S2: The second meaning is “Come here”.S3: The third one is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.S4: The fourth is “Good luck.”S5: The fifth is “me”S6: The sixth is “I don’t know”.S7: The seventh is “stop”.S8: The eighth is a gesture of “Ok”.S9: The ninth is “Keep silent”.S10: The tenth is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed．S11: The last is a handclap, which means “Come on” or “Be cheerful” or something like that.Actions What are they doing?They are nodding their heads.They are kissing and hugging.They are shaking their hands.They are bowing.They are shaking their heads.They are kissing their hands to somebody.Step 4 ListeningT: Is body language funny? Are you willing to know more about it?Ss: Yes.T: Ok, now, please open your books and listen to the text on 26．While listening to the text, please underline some sentences that you can use to make up dialogues.(After a moment)T: What does the text mainly tell us about?S12: It tel ls us the importance of “body language”.T: I appreciate what you said．OK, now, there are some roles that you can choose.You’ll be given 6 minutes to prepare for your performance in groups of four, and you should try to perform as lively as possible.Character Country ActionYou China Stand watching and listening first, then introduce guests to each other; when introducing yourself to Ahmed Aziz, you move back a bit when the other is very close to you.Mr. Columbia Approaches Miss Smith, touches her shoulder andStep 5 Role PlayT: Now, does any group want to perform? (3 or 4 groups act their dialogues out.)Step 6 GameT: There’s a game, do you want to do?Ss: Of course.T: There are some sentences, please act them out without using words, you’ll be given 2 minutes to practice doing them, and then I will ask some students to act them out. Clear?Ss: Yes.(After two minutes, one group, one person, so as to ensure that everyone has a turn.)Step 6 Time for funT: Now, there’s still a little time left.Let’s do someTPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch your face.Shake your head．Touch your nose.Cross your arms.Open your mouth.Close your eyes.Shake your head．Cross your fingers.Nod your head．Smile.Make a face to each other.Step 7 Summary and HomeworkT：Today, we have learnt much about body language. As you see, if you can use it correctly, you can communicate with others easily, even if he or she is a stranger or foreigner. So using body language correctly is very important, I hope you can practice more after class. If you want to know more about body language, you can go to the Internet to surf more information about it. Your homework:Make a list of facial expressions and gestures and their meanings we've learned today，and do Exercise 1．Ok, so much for today, goodbye, boys and girls.【教学反思】这是一节口语课。