bodylanguage教学设计

body language教案教案主题：了解与运用身体语言（Body Language）教学目标：1.了解身体语言的定义和重要性；2.能够识别和解读一些常见的身体语言信号；3.提高学生的身体语言表达能力；4.培养学生的观察力和沟通技巧。

教学内容：1.介绍身体语言的定义和重要性；2.解读常见的身体语言信号；3.设计活动提高学生的身体语言表达能力；4.练习观察和运用身体语言进行沟通。

教学步骤：Step 1：引入身体语言（10分钟）1.教师简要介绍身体语言的概念和重要性，解释身体语言在人际交往中的作用。

2.通过一个小故事或实例说明身体语言的重要性。

Step 2：解读身体语言信号（15分钟）1.教师列举一些常见的身体语言信号，如眼神接触、姿势、手势等。

2.带领学生一起讨论这些信号的意义，并解释不同信号的含义和表达方式。

3.提供一些真实场景的图片或视频，让学生识别和解读其中的身体语言信号。

Step 3：活动1：身体语言表达（15分钟）1.将学生分为小组，每组选择一位代表。

2.教师给出一个情景，要求代表使用身体语言表达该情景。

3.其他组员观察代表的身体语言信号，猜测代表表达的情感或意思。

4.代表和观察者交换角色，继续进行表达和猜测。

Step 4：活动2：身体语言观察（15分钟）1.教师提供一段对话或场景的视频。

2.学生观察视频中人物的身体语言信号，分析并解读其中的意思。

3.小组内讨论分析结果，提出自己的观点和解释。

4.随机选择几组进行展示，分享观察和分析结果。

Step 5：总结与反思（10分钟）1.教师引导学生总结身体语言的重要性和使用方法。

2.学生思考如何在实际生活中运用身体语言进行有效的沟通和表达。

3.教师鼓励学生分享个人体会和反思，提供必要的指导和建议。

教学辅助工具：1.图片或视频素材，用于展示常见的身体语言信号；2.课堂活动设计，包括小组讨论、角色扮演等。

教学评估：1.观察学生在活动中对身体语言的理解和运用程度；2.学生的参与程度和表达能力。

《Body language》教学设计一、教学目标：[知识与技能]1、理解、内化、运用以下生词及词组—fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm、shrug、incredible、pat、get through、tear down、chart2、获取关于body language的相关信息,且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。

3、充分利用多媒体，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

[过程与方法]1、培养学生通过自主学习和合作学习，获取信息和处理信息的能力。

2、培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

[情感态度价值观]1、在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。

2、使学生了解身势语在各国人民交往中的重要性。

了解在各国相同身势语所表示的不同交际含义。

增强对中外“身势语”差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。

二、教学重点：训练学生的略读与扫读技巧是本课的重点。

根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。

三、教学难点:怎样使学生理解不同国家的身势语，正确的使用身势语及比较各国身势语的不同是本课的难点。

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。

四、学习方式设计：1、个体探究。

在完成较简单直观的任务时以个体探究为主，鼓励学生有独立自主的思维意识。

2、合作学习。

当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“合作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。

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 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。

Module11 Body language一、教学内容：Unit 1 They touch noses二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：kiss, head , smile ,German,British ,Japanese ,Russian hug, India ,together ,touch ,shake hands with sb, nod one’s head, each other2、能听懂有关身势语的对话。

3、在不同国家初次见面时，能用身势问候语进行对话。

4、注意自己和他人在日常交际中的体态，姿势和面部表情等，学会有礼貌地表达自己的思想。

四、教学重难点：1、能听懂有关在不同国家初次见面和表达问候时的身势语。

2、在不同国家初次见面时，能用身势问候语进行对话。

五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。

课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。

培养学生的合作精神,发展其思维和想象等能力。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。

六、预习要求：根据音标自学本课新单词；达标训练题一、选择填空。

1. He stood up and shaked hands ______visitors.A. withB. inC. onD. of2. My sister has a pen pal. She is from______.A. CanadaB. JapaneseC. EnglishD. Australian3. Let’s _____for a walk.A. to goB. goingC. goD. gone4. Welcome back ____ Russia.A. toB. in C of D. for5. We _____go swimming on Sundays in summerA.some timesB.sometimeC.sometimesD.some time 二．根据句意和汉语提示写出所缺的单词1. They usually _______(触摸) noses.2. They are going to the park ________(一起)3. The teacher asked us to help _______(每一个) us4. Lily ______(点头) her head and said “No”5. Lisa ______(微笑) because she was pleased to see you .Module11 Body language一、教学内容：Unit 2 Here are some ways to welcome them二、课型：Reading and writing三、教学目标：1、能够正确使用下列单词和词组：finger, foot, knee, leg, mouth ,body, foreign ,personal, arm, hold , move , Britain, polite, somewhere, wave, bring, not at all, in fact, wave to say goodbye, on time.2、能读懂简单的介绍不同国家身势语的短文。

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。

冀教版英语八年级Body Language教学设计教学目标通过本课节的教学，学生达成以下目标：1.知识目标掌握单词：European, kiss, nod, polite接触单词：greet, cheek, thumbs-up, lip, rude, Italian短语：shake hands, refer to, communicate with sb.2. 能力目标(1) 掌握本课节所学的语言知识；(2) 能运用所学语言知识简要介绍各国的肢体语言。

3. 情感目标了解体态语的文化差异，强化文化意识，增进对世界各国文化的了解。

重点难点1. 重点：掌握一些与体态语相关的语言知识。

2. 难点：帮助学生理解不同体态语在不同文化中的含义。

教学准备PPT 课件；本课节用到的录音。

授课时数1课时教学过程Step 1Leading inHave a free talk with the whole class.T: Do you know body language? What is body language?S1: It’s gestures.S2: It’s exp ressions.S3: A smile is body language.…T: Yes. Body language is gestures or body movements and facial expressions that show other people what we are thinking or feeling. So we can learn to read body language to know other people better. Let’s look at so me pictures. What do these body languages indicate?S4: The first picture indicates he is paying attention to your speaking.S5: The second picture indicates he is so anxious and nervous.T: Very good! So body language is so interesting and useful. In toda y’s lesson, you will learn more about body language.Step 2Presentation1. In this lesson we are going to learn about “Body Language”. At first let’s learn the new words. greet /ɡriːt/ v. 欢迎；迎接European /ˌjʊərəˈ pɪən/ n. 欧洲人adj. 欧洲(人)的polite/pəˈlaɪt/ adj. 有礼貌的rude /ruːd/ adj. 粗鲁的；粗野的Italian /ɪˈtælɪən/ n.意大利人；意大利语adj.意大利(人)的2. Language UseFill in the blanks with the words in this lesson. The first letter is given.(1) His mother k him goodbye every morning when she leaves for work.(2) A: What do you do when you meet new friends?B: I say hello and s hands with them.(3) If you agree, please n your head.(4) Italy is a E country. It has a long history.(5) It’s p to say “thank you” when someone helps you.Answers: (1) kisses(2) shake(3) nod(4) European(5) politeStep 3ListeningListen and tick the body languages mentioned.√shake hands√nod /shake one’s head√thumbs-up√point with a finger√goodbye wavep at one’s headStep 4Reading1. Read the lesson and write true (T) or false (F)．(1) In some European countries, people like to kiss each other to show friendship and love.()(2) Nodding your head means “yes” and shaking your head means “no” everywhere in the world. ()(3) A thumbs­up means “well done” in Germa ny. ()(4) When Americans wave goodbye, it looks like “no” in some European countries. () Answers:(1) T(2) F(3)F(4) T2. Read the lesson again and complete the table.Step 5Acting and guessingOne student from each group will be invited to come t o the front to act the words out using body language, and the other students try to guess what he/she means.1. OK !2. Please keep quiet !3. It is very hot today !4. I don’t know.5. Please stop !6. You’re great!7. Bye bye!Step 6Language points1. In China and abroad, people sometimes communicate without speaking.在中国和国外，人们有时候不用语言交流。

Bodylanguage教案设计Body language教案设计Body language教案设计Learning Paper 1 words and phrasesLearning aim: To master the new words and phrases.Importance and difficulty: Memory of the words and phrases.Ⅰ. Words1.传递信息；交流(vi) ________ (n)___________2.变化______从…到…不等；在…到…之间变化________________________3.恐吓的，具有威胁的_________ （V）_________4.包括；涉及_____5.张开______6.弯下腰________7. 凝视某人；盯着看某人_____________8. 无意的；不知不觉的`___________(n)___________(反义词)___________9.formal _______(反义词)_______ 10挑衅的__________11.传统的(adv)_______（n）_______(adj)__________12.稍微的（adv）___________13.现场的（adj）_______ 14. 有感染性的__________15.延长_________ 16.能看透别人心思的人___________Ⅱ. Phrases.1.On guard ________2. make a deal_________3. hold up________4. up and down _________5.偶然的_________6.向…问好___________________7打开（灯、无线电等）________关闭__________8. give away ____________9.忙于做某事___________ ; ____________10. shake hands with sb._____________11. more than _____________Ⅲ.Guess the mea ning of the words given and complete the sentences below.1.Guns and knives are two different types of __________.2.Someone who has a(n) _______ attitude may be violent.3.You can ______someone by saying “Hello”.4.Your _______is the way you are sitting or standing.5.If you are_______ of something, you do not know it is happening.6.A (n) _________ is a business agreement.7.A (n) ________ is a movement of the body to communicate something.8.If you _________ someone you believe them and rely on them.9.“Give me five!” is a(n)________greeting.10. People are usually more ______ with people they don’t know.Ⅳ. Best Choice1.Car taxes will now _____ according to the amount of carbon dioxide a particular car produces.A. bendB. foldC. manageD. vary2. Many people watched the ___ TV broadcast of the football match. A. live B. alive C. living D. lively3. China Daily is ____ a newspaper; it can also help us improve English. A. more than B. other than C. rather than D. or rather4. Jenny tried to keep a calm appearance，but her trembling voice ____. A. gave her in B. gave her outC. gave her awayD. gave her over5. All those who agree please ______ their hand.A. hold onB. hold backC. hold upD. hold outⅤ.完成句子1如果我是你，我就不会介入他们的问题(get involved in) _______________________________________________.2.我们大家都要提防小偷。

高中高二下册英语Body language教案格式教案格式如下：教案标题：Body Language教学目标：1. 了解并学习有关身体语言的常用表达；2. 能够理解和运用身体语言以有效地交流；3. 发展学生的观察和分析能力。

教学内容：1. 身体语言的定义和重要性；2. 常见的身体语言表达；3. 身体语言在不同文化中的差异。

教学步骤：1. 引入：通过一个短视频或图片展示不同的身体语言，让学生猜测表达的含义，并与他们讨论身体语言在交流中的重要性。

2. 学习：给学生提供一份身体语言表达的列表，包括手势、面部表情、姿势等内容。

让学生阅读并理解表达的含义，并模仿和实践这些表达。

3. 练习：以小组为单位进行练习，让学生在一定情景下运用身体语言进行交流，例如模拟进行商务谈判、面试等情景。

4. 分析：让学生观察和分析不同文化中的身体语言表达方式的差异，并进行讨论。

教师可提供不同国家或地区的案例来引导讨论。

5. 总结：总结本节课的学习内容，强调身体语言在交流中的重要性，并鼓励学生在日常生活中积极运用身体语言进行有效交流。

6. 家庭作业：布置作业，让学生以小组为单位制作一个关于身体语言的海报或简短视频，展示他们学到的知识和运用。

教学资源：1. 视频或图片展示不同的身体语言；2. 身体语言表达的列表；3. 不同文化中身体语言差异的案例；4. 学生小组制作海报或简短视频的材料。

评估方式：1. 平时表现：观察学生在练习和讨论中的表现，包括是否能够准确运用身体语言进行交流以及是否能够分析不同文化中的身体语言差异；2. 作业评估：评估学生小组制作的海报或简短视频，包括内容的准确性和创意性。

备注：教师在教学中应注意引导学生尊重不同文化中的身体语言表达方式，并避免对某种表达方式进行刻板印象或歧视。