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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。
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.。
Body Language and Non-verbal Communication身势语和非语言交际Reading and V ocabulary阅读理解说课稿一、说教材1.教材地位本课为高一英语第四册第三模块的阅读部分, 是本册书涉及跨文化身势语学习的部分，是很重要的一课。
本课为第二课时，是承接上一课时的单词讲解和介绍跨文化交流的引入的延伸，旨在进一步提高学生的阅读和表达能力。
学习本课有助于增强学生的交际意识，了解中外有关非语言交际的文化习俗,而且也容易激发学生的学习兴趣。
因此，在设计这节课时，我抓住身势语这条主线，将课堂与现实生活紧密结合。
我创设了贴近学生生活的真实情境，设计了各种课堂任务，使学生通过学中用,用中学,学以致用.理论依据：《新课程标准》中的教学建议提出：学习古今中外的文化语言有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”.2。
学情分析高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识,想获得更多的信息.在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学,更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。
因此，本课正是结合学生的实际情况，因材施教，激发学生的兴趣，让学生主动学习、学有所获。
理论依据：《新课程标准》中提出，学生只有对自己、对英语及其文化的学习有积极的情感，才能保持英语学习的动力并取得成绩。
我任教的班级学生程度参差不齐，具体表现为兴趣和努力程度不同。
如何达到使全体学生参与的目标，使不同的学生达到不同的学习目标，激发学生的学习兴趣，养成良好的学习方法和习惯，培养和发展学生的学习能力,是我每节课培养学生的目标。
在这节课上，我在培养学生学法和能力上主要体现在:学会合作：在学完课本上的有关非语言交际的内容后,我请学生进行分小组讨论，将书上提到的内容,结合学生了解的习俗，分小组编排、表演情境对话，加上语言和身势语，学生在此过程中学会学习和运用语言。
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.。
SEFCUnit21bodylanguage说课稿Unit 21 body languageHello, everyone. Today I am very glad to have the opportunity to share some of my teaching ideas. My topic is The Rescue taken from Senior English for China Book 1B Unit 21 the listening part. My idea is made up of five parts: the analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and blackboard design. First, let me talk about the teaching material.Part 1: The analysis of the teaching materialThis unit is mainly about body language and introduces its im portant role in people’s daily life, its different meaning under different cultural circumstances, and the kinds of body language that can be understand by people all over the world. This listening part introduces more about the communicational function of body language to Ss, exams Ss’ ability of selecting information by laying out several practices based on the listening material and at the same time needs Ss to apply what they have heard to discussions. As listening is indispensable in communicating, this part plays a very important role in teaching and learning. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:1. Improve ss listening ability. Help them to learn to get the information and work out the definite conclusion by listening.2. The Ss can understand the content of the listening material.3. Inspire ss to talk about body language and provide the foundation of reading.4. The Ss can know more about body language express their emotions and opinions by using body language and understand other people’s reactions through body language.now, let’s come to the Important poin ts and the Difficult points. 1. The important point is to seize useful messages throughlistening while get a better understanding of body language which is key point of communicating.2. The difficult point is to apply what they have heard andlearned to discussions after listening which is a process of altering from input to output.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ lear ning background, I will use the following methods.Part 2. Analysis of the teaching methods and the studying methods 1. The Teaching methodsIn my opinion, the main instructional aims of learning English in theMiddle School is to develop th e students’ ab ilities of listening, speaking, reading, writing and their good sense of the English language. So I’ll mainly use the following three method:1. “Discussion” Approach which can stimulate Ss’s interest in thelistening material.2. Listening-and-choosing activity to help the students go throughwith the listening material.3. Looking-and-guessing method to help the students learn to usegestures and facial expressions correctly.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. All these would let the Ss get a better understanding the essence of the material.Part 3. Analysis of the Studying methodsSince the ss are those who are in Grade one, it is very important to help them form a good habit of studying. In class, I’ll try my best to help them form a good habit of studying English. For example, I’ll ask them not to look at the book when listening to the material the first time but to get the general idea of the whole passage. This is very useful in improving Ss’ listening ability.To make full use of the teaching methods, fulfill the teaching aims, stress the important points and the difficult points, I will arrange myteaching procedure as follows:Part4 Teaching ProceduresStep 1. Pre-listeningI think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. Brainstorm and discuss: the words of emotions/feelings ofhuman beingsAs 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. And then let the Ss brainstorm and discuss.(happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.)2. Then show the Ss some pictures with different emotionsand askstudents what makes he/she thinks that the person in the picture is feeling a certain way.Possible answers: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.3. After that, I’ll say:“Just now we see we can learn how one isfeeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?”1) shake the head2) wave the arms3) stand with arms folded4) ……(Students may not guess all the meanings of these gestures, and then I can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”) Step 2 Listening1. Listen to Part 1 for the first time without opening the book and th en I’ll choose some Ss to tell me that what the material is about.2. Go over the question quickly before listening and then Listen tothe tape carefully and finish the exercises.3. Check the answers. The answers to Part 1: D B A. The answersto Part2: B B.Step 3. Practicing1. Ask the Ss to work in pairs to practicing the eight ideas in thebook: one S perform and the other guess.2. Pick out several pairs to perform in front of class.Step4. DiscussionI’ll say:“Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?”(different Ss have their own ideas.)Step5. Homework1. Make a list of facial expressions and gestures and their meanings we’ve learned toda y.2. Listen to the material used in class again or some other materials.2. Preview the following lesson.Part 5. Blackboard arrangementBlackboard design should be thought for a thing that attract the students’ attention and let them to write down the important teaching points. I will divide the blackboard into two parts In the middle is the title—body language. On the left side or right side, I’ll list a series of words of emotions, such as happy, sad, angry, confused, tired, and puzzled.OK, these are all my ideas. Thank you!。
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。
2024BodyLanguage说课稿范文今天我说课的内容是《身体语言》，下面我将就这个内容从以下几个方面进行阐述。
一、说教材《身体语言》是人教版小学语文五年级上册第四单元的内容。
它是在学生已经学习了词语意义的基础上进行教学的，是语文领域中的重要知识点，而且身体语言在交流中有着广泛的应用。
二、说教学目标根据新课程标准的要求以及教材的特点，结合学生现有的认知结构，我制定了以下三点教学目标：①认知目标：理解身体语言的基本含义，能够观察并分析他人的身体语言。
②能力目标：培养学生观察、分析和运用身体语言的能力。
③情感目标：培养学生关注他人身体语言的意识，增进人际交往能力。
三、说教学重难点在深入研究教材的基础上，我确定了本节课的重点是：理解身体语言的基本含义，能够观察并分析他人的身体语言。
难点是：通过观察和分析身体语言来推断人物心理。
四、说教法学法为了激发学生的学习兴趣和主动性，我采用了以下教法：教法：情境教学法，引导探究法。
学法：合作学习法，体验学习法。
五、说教学准备在教学过程中，我准备了图片和视频素材，以直观呈现教学内容，让学生更好地理解和记忆。
六、说教学过程根据新课标的教学理念，我设计了如下教学环节。
环节一、情境导入我会以一个有趣的故事开始课堂，讲述一个人通过观察别人的身体语言，猜测出他们的情绪和意图，并鼓励学生分享自己观察到的身体语言的例子，引起学生的兴趣和思考。
环节二、教学讲解我会利用图片和视频素材，依次介绍常见的身体语言动作和其含义，如笑脸代表开心，皱眉代表生气等，并和学生一起观察和分析图片中的身体语言，让学生能够通过身体语言来推断人物的心理状态。
环节三、情境模拟我会安排学生进行情境模拟活动，以小组合作的形式，给定一个情境，让学生根据情境设定角色并通过身体语言来表达不同的情绪和意图，同时观察其他同学的身体语言，并猜测他们的心理状态。
环节四、合作讨论学生完成情境模拟后，我会引导学生进行合作讨论，分享彼此的观察和推断，让学生能够从他人的身体语言中获取更多信息，并思考身体语言的重要性和应用场景。
关于演讲技巧body,language关于演讲技巧body,language篇一：演讲稿How to use body language in the classroomHello!Everyone.It‘s my honor to speak here,andI ?m very glad to share my topic with you .Then today I‘d like to talk something about body language.您好。
每个人。
我很荣幸在这里发言，我与你们分享我的话题很快乐。
今天，我想谈谈的身体语言。
What‘s body language?Body language is the movements of our body.We use them to show other people what we are thinking about and how we are feeling.Body language is expressing yourself by your body action.Though it is not directly than language,but it makes the information more attractive.身体语言是什么？身体语言是我们身体的运动。
我们用它们来告诉其别人，我们都在考虑和我们的感受。
身体语言是通过你的身体动作表达自己。
虽然不是直接的语言，但它使信息更具吸引力。
Do you know what the use of body language is and how to use it ?你知道什么是身体语言的使用和如何使用它？Body language also helps to improvelistening.speaking.reading and writing..身体语言也有助于进步listening.speaking.reading和写作。
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 busy with….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,and 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：To 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：To 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 careful about 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：To 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。
