高中英语 Unit 4 Body language Reading教案 新人教版必修4
人教版高中英语Book 4 Unit 4 Body language reading 课程教学设计
Unit 4 Body language教材分析本单元以Body Language——“体态语”为中心话题，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。
教学设计ReadingTeaching goals 教学目标1. Target language目标语言a. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.…I saw several young people enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of body language?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Learning aims ，Leading in，Skimming，Scanning，Retell，Discussion. Teaching aids 教具准备PPT and a computer.Teaching procedures & ways教学过程与方式StepⅠLearning aims1.To know more about body language.2. To learn to respect other cultures.3. To train the speaking ability through individual and group work.4. To arise students’ interest in learning English.Step ⅡLeading in1. What is the purpose of language?The purpose of language is to communicate with other people.2.What is body language?Body language is one form of ______________(交流) without using words, including eye contact , facial____________, gestures, and __________ (姿势).Ste pⅢPre-readingLook at the picture and the title of the passage on page 26.What do you think the topic will be?Step ⅣWhile-reading1.SkimmingSkim the text and answer the following questions.How many international students are there in the story?While reading, please try to divide the whole passage into several parts and find out the main idea.Part 1 Para 1You are sent to Capital International Airport to meet this year’s international students. Part 2 (para. 2 and 3)Examples of learned or cultural “body language”.Part 3. (para. 4)Different peoples have different body languages.Part 4. (para. 5)Summary of body language.2、ScanningHow do different international students behave when they greet people? Complete the chart with information from the passage.Read the text carefully, then decide if the following statements are true (T) or false (F).•Englishmen often stand close to others or touch strangers as soon as they meet.•Most people around the world now greet each other by kissing .•Japanese will bow to others as greeting.•People from Jordan will move very close to you as you introduce yourself to them.•Some body languages in some countries are good while some countries’ body language are bad.StepⅤPost readingRetellThe first person to arrive was Tony Garcia from Columbia, closely _________ （follow）by Julia Smith from Britain. When they were introduced to each other, Tony approached Julia, _______ （touch）her shoulder and _______ （kiss）her _____ the cheek . Julia stepped back appearing surprised. Akira Nagata from Japan came in smiling _____ the same time with George Cook from Canada. As they were introduced, George _______ (reach) his hand out to the Japanese______ bowed . His nose touched George’s ________(move )hand, and they both apologized _________.Ste pⅥDiscussionThere are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak?Ste pⅦSummaryBody language differs(不同) from culture to culture. So we must know the meanings of body languages.Step ⅧHomework1.Learn the new words by heart.2.Finish the exercise on the work book.。
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。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
《Unit 4 Reading and Thinking》示范课教案【高中英语选修一人教版】
Unit 4 Body LanguageReading and Thinking教学设计教材分析本单元围绕“肢体语言”（Body Language）这一主题，介绍了不同国家、不同文化、不同场合、不同语境中的肢体语言所表达的意义。
开篇页主题图由四张反映不同场景中的典型肢体语言的照片拼接而成。
而图中的引言“我的身体会说出我用言语掩饰的话”出自法国作家、社会评论家和文学评论家罗兰·巴特。
引言与主题图相呼应，旨在引出本单元“肢体语言”的主题。
同时也为本单元Reading and Thinking有关肢体语言的内容作铺垫。
阅读板块围绕“理解（读懂）肢体语言”（Understand body language）为第一个重要活动主题，该部分主要从地域文化的角度解读肢体语言。
学生需要理解肢体语言与语言表达在实际交流中是共存的，并在一定程度上承担着传情达意的功能；同时，学生还应理解，因为地域文化的不同，肢体语言也可能有相应的变化，同一个动作可能传递不同的意义和情绪。
教学目标1. 能正确理解使用下列词汇：interaction，vary，approve，cheek，bow，anger等。
2. 能读懂并理解说明文，了解用以说明现象和阐明事理。
3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
4. 能够在阅读语篇中根据上下文线索正确理解文本没有直接表达的意义。
5. 能够梳理和比较不同文化背景中的肢体语言的共性和差异。
教学重难点【教学重点】引导学生了解肢体语言的地域文化属性，形成有深度的文化对比，进而培养基于文化理解的尊重与自觉意识。
【教学难点】在阅读策略中，培养学生读出语篇言外之意的能力。
教学过程Step 1 Warming-up1.Look at the opening page and discuss the following question.What comes to your mind when you see the unit title and the theme picture?2. Appreciate quote and think of the questions.➢How do you understand the quote?➢What does Barthes mean by “my body utters”?设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生关于肢体语言的背景知识。
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.。
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。
高中英语新人教版精品教案《Body Language (reading)》
Unit4 Body languagePeriod One一、课程分析“Body language〞这一课教师要根据新课标教学理念，对课文内容进行适当拓展与补充，采用“任务型〞教学模式，进行了探索。
本课的中心话题是“身势语〞。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心世界。
了解身势语的不同文化内涵并正确的加以运用，经常会在交际场合起到意想不到的效果。
二、学情分析高一的大局部学生的思维活动、学习热情、表现欲望和合作精神在平时的教学中表现很好。
但是学生对于外国文化了解并不多，但他们对本单元话题还是较感兴趣，通过教师适当指导，他们应可以对于本单元的文化知识有更进一步了解。
三、学习目标1、了解文化差异和身势语的变化；2、培养学生掌握一定的阅读技巧，学习使用有关预测、猜想的技巧；3、培养学生用英语表达身势语，到达用英语交流、培养实际运用英语能力的目的。
四、教学重难点1、重点：通过阅读学生对文章有整体认识和获取一些具体信息；帮助学生理解不同文化中的不同的身势语。
2、难点：学生用自己的语言表达自己的与文章相关的话题。
五、教学方法1、Skimming 和scanning 、预测2、个人活动、结对活动和小组活动六、具体教学设计本节课努力采用了“自主，互动，探究〞的教学方式(一) warming-up引入1、教师先挥手，问学生这个手势表示的意义〔What does this gesture mean?〕学生大都会答复：this means saying hello to sb. 老师对学生的答案表示认可，继而导入主题body language. 〔此时板书标题〕2、然后让学生讨论教材25页第一局部，说出图片中人物传达的信息。
在本课的教学实践中，这一环节虽然不如多媒体效果，但仍能引起学生兴趣，学生们在轻松的气氛中，感受着身势语给人们带来的欢乐。
这也是教师期盼中的效果。
(二)Act out为了启发学生对身势语进一步了解的兴趣，教师可带着大家做游戏。
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。
unit4 body language Reading and Thinking教案
新人教版（2019）英语必修一Unit4 body Language Period 2 Reading and Thinking Listening to how bodies talk教学设计Question：What feelings are they expressing ？And how to express them？组分组讨论，班内展示三四组。
重要性，从而轻松愉悦地参与到课堂活动中去。
讲授新课Step2 While-readingPPT 3, “Pre-reading Questions”What is the main idea of the passage?Answer: Body LanguagePPT4, “Reading of para. 1”1.thought n. 想法2.fold v. 展开；拥抱；交臂fold arms 图片PPT 5, “Question Time”1.Summarize the first paragraph in one sentence.The importance of body languagePPT 6&7, “Reading of para. 2”3.vary vi. 变化；改变4.crucial adj. 关键的5.appropriate adj. 合适的；恰当的6.by contrast 相比之下7.approve vi. 赞成；同意vt. 批准；通过be approved of 被认可8.permit v.允许be permitted to do 被允许做9.demonstrate vt. 表现；表达；说明；证明PPT 8,Summarize the second paragraph in one sentence. 自主阅读，划出关键词。
引导学生快速浏览全文，把握文章的题目和每段的首尾句，理解概括文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。
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2、过程与方法:Skimming method, task-based method, role-play method.
3、情感态度与价值观：To arouse Ss’ interest in learning about body language.
you two speak different languages?
4. Give an example of how you can communicate a feeling to
someone who does not speak your language.
StepⅢWhile-reading
重点难点
重点：How does body language differ among people from different cultures?
难点：The understanding of the poorly-written reading text, especially the relationship awkwardly built up between“you”and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
课型
□讲授□习题□复习□讨论□其它
教学内容设计
教师自备内容
StepⅠห้องสมุดไป่ตู้evision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
Englishmen often stand close to others or touch strangers as soon as they meet.
Some body languages in some countries are good while some countries’ body language are bad.
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
Part 2 (para. 2 and 3 )
Examples of learned or cultural“body language”.
Part 3. (para. 4 )
Different peoples have different body languages.
Part 4. (para. 5)
2.What were the two mistakes that the author noticed?
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
Most people around the world now greet each other by kissing .
Japanese will bow to others as greeting.
People from Jordan will move very close to you as you introduce yourself to them.
Ss: Yes, sir/madam.
1. What is the purpose of language?
2. How can you tell if someone is sad even if they do not speak?
3. What would you do if you need the other’s help urgently while
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Unit 4 Body language Reading
（授课日期：年月日星期班级）
授课题目
Unit4 Book4 Reading(I)
拟课时
第课时
明确目标
1、知识与技能：
1). to help students know the importance of body language in daily life communication.
4. Did any students have similar greeting customs? If so, which ones?
5.“When in Rome, do as the Romans do.”What do you think this famous saying means?
StepⅡPre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
StepⅤHomework
1. Get ready to retell the text in your own words.
教学后记：