bodylanguage 说课稿

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Bodylanguage说课稿（新课标版英语高一）

Body language 说课稿(新课标版英语高一)How to Teach the Reading Material in Module 3 of New Standard English for Senior Students Book FourHello! Everyone ! my name is--------------. I feel very honored to be here and share some of my teaching ideas.Today I am going to talk about how to teach the reading material Communication：No Problem?in Module 3 of New Standard English for Senior Students Book four.(First I am going to analyze Part 1 My understanding of this lessonThe analysis of the teaching materialThe passage introduces some examples of cultural body language in greeting people. It plays a very important part in the English teaching of this unit because it is main reading passage in this unit which is closely related to the top,Body Language and it includes the most language points of this unit. What’s more, it introduce the structures in this unit, the –ing form as the Attribute and Adverbial. By studying this lesson, students can improve their reading ability, learn different ways of greeting. At the same time, we should make students get familiar with the grammar pattern. Of course, the students should receive some moral education. Let students understand different body language，know the importance of “Do as Romans do” and respect different culture.(By learning this reading passage, I can help the students to achieve the following goals, so let’s go to the second part : Teaching aims:1. Knowledge objectsa, Enable the students to understand the main idea of the textb, learn different greetings around the world2. Ability objects:a, To improve the student’s reading ability, especially their skimming and scanning ability.b, To train the Ss’ abilities of studying by themselves and cooperating .3. Moral objects:a, enable the students to understand and respect the cultural difference in different body languageTeaching important points:---how to improve the students’ reading ability by skimming’ scanning and careful readingTeaching difficult points:---how to get the students to grasp the main idea and the key words of each paragraph as quickly as possible---how to finish a task: act out different ways of greetings and describe the performance in EnglishAnalysis of the Ss:1. The Ss have known some body language in their daily life.2. They are lack of vocabulary, and They don’t often use English to express themselves and communicate with others.3. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching methods and aidsTeaching methods: While dealing with this lesson, I’ll do my best to make students the real master of the class while the teacher as a director. So I will adopt1. Communicative Approach2. Task-based teaching approach3. group work and individual methodTeaching aids:1. multimedia2. the blackboardPart 3. Teaching steps / proceduresStep 1: Lead -in:I will give the students a performance without saying anything first then ask the students to guess what my performance is about. I will perform like this… After the performance I will ask the students why they can or can’t understand mePurpose: to arouse the students’ interest in the reading passage and Bring in new subject: Communication ;No problem?Step 2. Pre-reading1. I will ask Ss to look at the picture on P26 and the title of the passage to predict the main idea according to the following question:where are the people, who are they? and what happens to them?(2. ask Ss to use as much words as possible to describe the picture.)purpose: To develop Ss’ reading skill---predicting (and present some new words in the passage such as …)Step 3. Fast reading1. Ask Ss to read the passage quickly and answer the question.What’s the main idea of the passage?2. ask students to read again and divide the passage into several parts and match the main idea of each part.purpose: Ss are required pay special attention to the first or last Para ofthe article (or the first sentence or the last sentence of each Para.) Todevelop Ss’ reading skill --- skimming, that is, how can we get thegeneral idea of a passage as quickly as possible.Step 4: Careful reading1.In order to help the students understand the passage better, I will ask focus the Ss on paragraph 2-paragraph 4. let Ss Read these paragraphs again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time? and what does he/she mean?2. Ask the students to work in pairs, read the passage again and take turns to ask and answer the questions in exercise 2 on P27. the purpose is to help them to cooperate with each other and use English to express themselves.purpose: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.As the students know the whole reading passage better, I will go to finish the next task:Step 5: PerformanceSome students will be asked to come to the front to act out how people in the countries mentioned in the passage greet each other. While the students are performing ,others have to figure out which countries they are from and describe their performance in English.Purpose: to make students understand the passage better and express themselves in EnglishStep six: Discussion (Work in groups of four and tell each other)1. Is body language important for us students? WHY?2. Can you give some examples in which we only use body language to communicate?After the students’ discussion , a representative from each group may demonstrate their results to us. This is a good way to train students’ ability of team work.After that, I will give the conclusion that students must remember it is important to learn some information about body language,since we are learnig English, we must know a lot about body language of English native speakers, so that we can communicate with them better some day. Even between students and teachers ,body language is also important when we are having lessons we can use our body language more to communicate instead of using words.Step seven: the homework:1. Write a summary about the passage in about 30 words.Goal: To spur Ss to consolidate what they have learned.2.Find out more ways of greeting in the different cultures.Goal: To encourage Ss to study English spontaneously and independently after class, develop Ss’ cross-culture communicative skills.Part 4. Time distribution1. Lead in (2 minutes)2. pre-reading(1 minutes)3. fast reading (8 minutes)4. careful reading (15 minutes)5. performance (8 minutes)6. Discussion (5 minutes)7. Homework (1 minute)Part 5. Blackboard designThe title of this reading passage is on the top of the blackboard. Divide the blackboard into 2 parts. On the left part I will write down the structure of the passage, while the right part is for the screen.~。

bodylanguage说课稿

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。

Unit 4 Body language 说课稿

Unit 4 Body languageWarming up & listening王婷0905020198 I Brief analysis of the teaching materialThe theme of unit 4--- Body language is the importance of body language in our communication. The focus of this period is what a certain gesture of the body language means in a given situation. In this period, students can learn the variety of body language and their meanings. The pictures in Warming Up provide the students with opportunities to work out the relative meanings of certain gestures. The Listening material is a story, which describes an accident happened in the road。

After the study of this period, students will improve their speaking and listening abilities and realize how to use different body language in the different occasions.II Teaching goals1 Knowledge goalsEncourage the Ss to activate the relevant vocabulary:facial, expression, agreement, yawn, misunderstand, delighted,punish, chest, adult, gesture, similar.2 Ability goals(1) Develop the Ss` abilities of speaking, listening and writing.(2) Help the Ss to make better use of sentence structure to talk about body language. Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.3 Emotion goalsCultivate Ss` sense of cooperation.III Important points and difficult points1. Teaching important points(1)Teach the students how to understand body language used in different countries or cultures as well as in different occasions.(2) Teach the students how to use body language in the most appropriate occasions.2. Teaching difficult points(1) Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.(2) Let the students know that there is both positive body language andnegative body language.IV Teaching Approaches(1)The Ss-centered Approach is adopted while the teacher is the guideand the organizer.(2)The Task-based Approach is adopted to design some tasks in each stepof the lesson.(3)The situational Approach is used to arouse the Ss` interest in English learning.V Teaching Aids: Multi-media computerVI Teaching ProceduresVII SummaryThe design of this lesson is based on Task-based Learning Approach and Situational Learning Approach. The teaching procedures carry on from the basic task to the advanced one in a relaxed atmosphere. The Ss play the principal part in every activity while the teacher is the guide and organizer. Make sure all the Ss work in all the activities and are encouraged to learn by doing and do by learning. In this way, theywill take a more active part in the tasks and become more confident. As a result, every student will raise their English level and improve their integrating abilities.。

高中说课稿body language

Situations
offer help ask for help
An old man is carrying a very heavy suitcase. Somebody is late for a flight and wants to go ahead of the queue.
Useful expressions
1、熟练掌握与“身势语”相关的词汇及表达
2、能准确理解听力材料
3、能熟练应用请求帮助和提供帮助的语言表达
情感与文化意识目标
1.了解东、西方文化的区别。 2.体验身势语的交际性 3.加强学生的表演协作意识。
三、教法学法分析
1.教学方法分析
演示法讲授法讨论法情景教学法任务型教法
2.学情，学法分析
discussion
Question 3. If someone you are taking to is lying, how would he behave?
step 2
Listen to the tape and choose the best answer
1. What is the correct answer to the question asked on the tape? A B C D 2. Tom was probably_____the partபைடு நூலகம். A. enjoying B. not enjoying C. leaving D. not leaving 3. The customer said “I don’t want to talk” by______. A. avoiding eye contact B. lifting her hand C. covering her mouth D. frowning

高中英语必修4Unit4Bodylanguage说课稿

高中英语必修4Unit4Bodylanguage说课稿Unit 4 Body Language-Reading Communication: No ProblemTeacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材剖析）This unit is about body language, and the text selected in thereading part demonstrates the difference and similarity of bodylanguage in many parts of the world. Through learning this passage, students are required to raise their awareness of using body languagein different parts of the world. As body language is closely related toour daily life, it is easy to arouse students’ interest in learn text. Reading skills and speaking training are designed around thetext.II. Teaching Objectives（教课目的）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技术目标）: developreading ability（skimming and scanning）as well as speaking ability.2.Cultural Knowledge Objective （文化知识目标） : knowabout the cultural differences of using body language.3. Affective Objective （情感目标） : increase students ’awareness of using body language correctly in different cultures.Focuses and Difficulties （教课要点和难点）1.Teaching Focuses（教课要点）: the difference andsimilarity of body language in many parts of the world.2.Teaching Difficulties （教课难点） : develop students ’reading abilities of skimming and scanning and ask thestudents to show their opinions with fluent English.IV. Teaching Procedures （教课步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean给.他们展现不一样的国家风俗不一样表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。

2024BodyLanguage说课稿范文

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。

高中英语《BodyLanguage》说课稿

高中英语《BodyLanguage》说课稿高中英语《Body Language》说课稿一、教材分析(一)教材内容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，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。

“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。

“听力”(Listening)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，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。

“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。

激发学生进行阅读的欲望。

“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。

全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.“读后”(Post-reading)部分设计了两种练习。

北师大版英语九年级Unit1LanguageLesson1BodyLanguage说课稿

北师大版英语九年级Unit 1 Language Lesson 1 Body Language 说课稿一. 教材分析北师大版英语九年级Unit 1 Language Lesson 1 Body Language，本节课的主要内容是让学生了解和学习身体语言的基本知识和表达方式。

通过本节课的学习，使学生能够理解和运用身体语言，提高他们的跨文化交际能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常的交流和表达已经有了一定的了解。

但是，对于身体语言的表达方式和含义还不够了解，因此，在教学过程中，需要引导学生去发现和理解身体语言的魅力。

三. 说教学目标1.知识目标：让学生了解和掌握身体语言的基本知识和表达方式。

2.能力目标：提高学生理解和运用身体语言的能力，提高他们的跨文化交际能力。

3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心。

四. 说教学重难点1.重点：身体语言的基本知识和表达方式。

2.难点：理解和运用身体语言，提高跨文化交际能力。

五. 说教学方法与手段1.教学方法：采用任务型教学法，通过任务的设计和完成，引导学生去发现和理解身体语言的表达方式和含义。

2.教学手段：利用多媒体课件，图片，视频等丰富的教学资源，帮助学生更好的理解和掌握身体语言。

六. 说教学过程1.导入：通过一张有趣的身体语言图片，引导学生去思考和讨论身体语言的重要性，激发学生的学习兴趣。

2.呈现：通过多媒体课件，展示身体语言的基本知识和表达方式，让学生进行观察和理解。

3.实践：通过小组活动，让学生运用身体语言进行角色扮演，增强他们的实际应用能力。

4.巩固：通过游戏和练习，巩固学生对身体语言的理解和运用。

5.总结：通过讨论和总结，使学生更加深入的理解和掌握身体语言的表达方式和含义。

七. 说板书设计板书设计简洁明了，主要包括身体语言的基本知识和表达方式，以及一些典型的身体语言符号和含义。

八. 说教学评价教学评价主要通过学生的课堂参与，任务完成情况，以及课后作业来进行。

Unit 4 Body language Reading and writing 说课稿课件高中英语

Part1 Pre-reading
一导
二读
三思
四写
五评六移七省
As a student, what different feelings have you ever experienced in class?
一导
二读
三思
四写
五评六移七省
Kinds of body language
Eye contact 眼神接触
01 理论依据
本节课定位于高二学年第一学期，在通过通过必修一teenager life,language around the world,必修三diverse cultures以及本册U1people of achievement的基础学习后，已经对校园生活、文化差异和人物介绍有所了解。学生通过对教材第四单元的说明文(描写课堂肢体语言-如何读懂我的学生) 基于文本、深入文本和超越文本的阅读解读过程，实现从理解过渡到应用，最终实现迁移创新。学生的读写能力发展需要文本内容输入，根据内容设计写前、写中、写后活动，培养学生的学习策略，掌握阅读材料信息并运用这些表达方式描述肢体语言，表达自己的思想观点。
02 教分析
单元整体简介单元主题：人与社会---描述课堂肢体语言教学内容分析：该主题旨在体现肢体语言与学生的学习和教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。因此，学生先阅读文章，了解课堂中习以为常的肢体语言所传递的信号，学习简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言。活动主题在understand body language, explore body language之后，不仅对前期学习进行综合运用，也与单元引言中的What I hide by my language,my body utters相呼应.此外，整个单元按照“读”“听”“说”“写”四大版块编排。每个板块都以一种语言技能活动为主，兼顾对其他技能的培养，关注语言的理解性技能和表达性技能的协调发展。

初二年级下学期英语说课稿范文：Body Language

初二年级下学期英语说课稿范文：Body Language
除了课堂上的学习外，平时的积累与练习也是学生提高成绩的重要途径，本文为大家提供了初二年级下学期英语说课稿，希望对大家的学习有一定帮助。

一、教材分析
(一)、本课的地位及作用
本单元的中心话题是身势语”。

身势语是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化中起着举足轻重的作用。

了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。

热身”(warming up)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”(Talking)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”(Listening)部分是以听的形式进一步向学生介绍肢体语言的交际功能以及部分东西方手势语的区别。

通过以上几部分的练习，使学生初步感受到身势语的涵义和作用，为下节阅读课作了充分的准备。

(二)教学重点和难点
本课的教学重点是：第一，帮助学生了解、掌握日常生活中的一些常用身势语。

第二，要求学生结合口语及身势语来表达自己的思想。

第三，训练学。

高中英语必修四《Bodylanguage》说课稿

高中英语必修四《Body Language》说课稿一、教学目标1.知识目标：o学生能够掌握课文中关于肢体语言的基本概念、分类及其在不同文化中的差异。

o学生能识别并理解常见的肢体语言信号，如面部表情、手势、姿态等。

o学生能够运用新学的词汇和句型描述和分析肢体语言现象。

2.能力目标：o提高学生的阅读理解能力，使他们能够准确捕捉文章中的关键信息和细节。

o培养学生的跨文化交际意识，使他们能够在不同文化背景下正确解读和运用肢体语言。

o通过小组讨论和案例分析，提升学生的合作学习能力和批判性思维能力。

3.情感态度价值观目标：o激发学生对多元文化的兴趣和尊重，培养开放包容的国际视野。

o增强学生的自我表达意识，鼓励他们通过肢体语言更自信地与他人交流。

o培养学生细致观察和同理心的能力，使他们在交流中更加敏感和体贴。

二、教学内容-重点内容：o肢体语言的基本概念和重要性。

o不同文化中的肢体语言差异及案例分析。

o识别和解读常见肢体语言信号。

-难点内容：o跨文化交际中肢体语言的细微差别和误读风险。

o运用新学词汇和句型准确描述肢体语言现象。

三、教学方法-讲授法：用于介绍肢体语言的基本概念和理论知识。

-讨论法：通过小组讨论，分析不同文化中的肢体语言差异。

-案例分析法：选取典型案例，让学生分析并解读肢体语言信号。

-多媒体教学法：利用视频、图片等多媒体资源，直观展示肢体语言。

四、教学资源-教材：高中英语必修四《Body Language》相关章节。

-教具：投影仪、电脑、白板。

-多媒体资源：肢体语言相关视频、图片、PPT课件。

-实验器材：无（本节课为理论教学，不涉及实验）。

五、教学过程六、课堂管理-小组讨论：每组分配明确的任务和角色，确保每个学生都有参与机会。

-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等。

-激励机制：通过表扬、小组竞赛等方式激励学生积极参与课堂活动。

七、评价与反馈-课堂小测验：通过选择题、填空题等形式，检测学生对知识点的掌握情况。

初中英语bodylanguage说课稿

初中英语bodylanguage说课稿尊敬的各位评委、老师，大家好！今天我说课的题目是《初中英语——肢体语言》，这是一堂结合英语学科与跨文化交际知识的课程，旨在帮助学生了解并掌握基本的肢体语言知识，提高他们在实际交流中的沟通能力。

一、教学目标本课程的教学目标分为三个层次：知识与技能、过程与方法、情感态度与价值观。

1. 知识与技能目标：- 学生能够理解并掌握基本的肢体语言概念。

- 学生能够识别并描述不同文化背景下的常见肢体语言。

- 学生能够运用所学知识在实际情境中进行有效沟通。

2. 过程与方法目标：- 培养学生通过观察、比较、归纳等方法学习英语的能力。

- 提高学生分析问题和解决问题的能力，尤其是在跨文化交际中。

3. 情感态度与价值观目标：- 增强学生对不同文化的尊重和理解。

- 激发学生学习英语的兴趣，培养他们的跨文化交际意识。

二、教学内容与学时安排本课程的教学内容包括四个部分，共计4个学时。

1. 肢体语言概述（1学时）- 介绍肢体语言的定义、种类及其在沟通中的作用。

- 讨论肢体语言与口头语言的关系。

2. 常见肢体语言的识别与理解（1学时）- 教授学生识别常见的肢体动作，如手势、面部表情、姿势等。

- 分析这些肢体动作在不同情境下的含义。

3. 跨文化交际中的肢体语言差异（1学时）- 探讨不同文化背景下肢体语言的差异。

- 通过案例分析，让学生了解文化差异对肢体语言解读的影响。

4. 实际应用与角色扮演（1学时）- 学生通过角色扮演等活动，在模拟的跨文化交际场景中实践所学知识。

- 教师提供反馈，帮助学生改进沟通技巧。

三、教学方法与手段为了提高教学效果，本课程将采用以下教学方法和手段：1. 互动讲授法：通过提问、讨论等方式，激发学生的思考和参与。

2. 案例分析法：使用真实案例，帮助学生理解肢体语言在实际沟通中的应用。

3. 角色扮演法：通过模拟情景，让学生亲身体验和实践肢体语言的使用。

4. 多媒体辅助教学：利用视频、图片等多媒体资料，增强教学的直观性和趣味性。

高中英语《BodyLanguage》说课稿（5）

⾼中英语《BodyLanguage》说课稿（5）⾼中英语《Body Language》说课稿 Then go through the three sentences in the students’ books. Subject In many countries, shaking one’s head means “no” and nodding means “yes”. Object We can learn a lot about what a person is thinking by watching his or her body language. Predicative A good way of saying “I am full” is rubbing the stomach after a meal. Attributive The price of building materials has gone up again. 2. Practice Find the –ing form in the text “Body Talk” and analyze their functions in the sentences. 3. Drills Do Exx. 1-3 on page 61-62 one by one. 1) The –ing form in this exercise is used as Subject. 2) The –ing form in this exercise is used as Attributive. 3) The –ing form in this exercise is used as Object/Predicative. 4. Consolidation Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form. 只能⽤动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc. 动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc. (This part can also be left as homework.) Homework Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form. Period 6 Reading & Writing Step 1 Warming up The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills). Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story. Possible order: 1, 3, 2 Possible version: One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him. Step 2 Pre-writing Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips forwriting a story. Turn to page 63. Step 3 While-writing Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows. 1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story. 2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words. 3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories. Step 5 Post-writing 1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group. 2 When students have finished writing, let students check the story with each other. If possible, choose some students’stories and correct them together with the whole class, using a projector. Homework Write your story in your exercise books.　*补充材料 Interview techniques/Body signals【⾼中英语《Body Language》说课稿】相关⽂章：11-1511-1611-1006-2711-0311-0308-2607-2109-29 11-21。

SEFCUnit21bodylanguage说课稿

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!。

Bodylanguage教学设计说课稿

Bodylanguage教学设计说课稿PresentationGood afternoon,ladies and genltemen.It is a great honor to share my lesson with you.I am wanglin,come from NanChong No.2 middle school.My topic is greetings around the world,which is the second peorid of this module.I will begin my presentation, which includes 7 parts, they are analysis of the teaching material,analysis of the students, t eaching methods,learning methods, teaching procedures,blackboard design,teaching reflection.Part One —— Analysis of the Teaching Material●Content, status and functionThe content is New Senior English Book 4 Module3 Reading part, the topic is greetings around the world.The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability.So the teacher should focus on developing the students’ reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on.Moreover, the students should receive some moral education, let them know more about greeting in different countries.Reading belongs to the input during the process of the language learning,which has a geart effect on output(speaking and writing),So this lesson is very important.●Teaching aimsKnowledge aimsGet Ss to learn about the following words and phrases：aggressive,gesture,deal,greet,trust,make a deal,be busywith….Ability aimsEnable the Ss to learn about greetings around the world.Emotional aimsLet Ss have a better understanding of greetings in different countries and try to bea mind-reader,do as the romans do.●Important and difficult pointsGet the Ss to talk about greetings in different countries and act them out.Part Two ——Analysis of the studentsTake our school’s Ss for example,most of them have little interest in English,the practice ability is somewhat poor,and are shy to speak English.so I design some interesting and simple activities to catch the Ss’ attention,develop their interest,an d learn English in a relaxing atmosphere.Part There ——Teaching methodsTask-based Approach and Total situational ActionPart Four ——Learning methodsCooperative learning, Role play and Pair workPart Five ——Teaching procedures●Step1 Lead-in(review) (3mins)Activity：A game：Do the action and Facial expressions,then guess the meaning. (The T gives examples,and then the Ss’ turn.)Purpose：T o brainstorm what the Ss have known about body language.●Step2 Pre-Reading (3mins)Activity：Look at the pictures and speak what they are doing.Purpose：To introduce the topic—greetings around the world.●Step3 Fast-Reading (7mins)Activities：Choose the title and .do the match.Step3 Fast-ReadingPart 1(para1)A: Body language is interesting tostudy,we should try to be a mindreader.Part 2(para2to4)B: Body language is a kind ofcommunication,which variesfrom culture to culture.Part 3(para5)C:Different greetings around theworld.(e.g:USA,India,Asia )Purpose：To train the Ss’ skimming ability,and predicate main idea and title through pictures, the 1st, last paragraph….●Step4 Careful –Reading (13mins)Activities：Fill in the chart and do T/F.People Ways of greetingEuropeans and AmericansAsiansMuslimsPurpose：T o train the Ss’ scanning ability,have a deep understanding of greetings in different countries.●Step5 Discussion (5mins)1.Can you guess what someone is thinking or feeling by looking at his or her body language?2.H ow is body language different from spoken language?What do they have in common?3.What are some situations where we need to be very carefulabout our body language and gestures?.4.Sometimes we say one thing but our body language says something different.why does this happen?can you think of any examples?Purpose：To encourage the Ss to to think about the possibility that body language is not the same everywhere.There are cultural, regional,and individual differences in how we communicate what we think and feel with our bodies.●Step6 Post-Reading and summary (8mins)Activities：A role play：Mary is holding a birthday party,if you were her American friend,Chinese friend,Indian friend….How would you greet? What other body language could you use in the party?Purpose：T o widen the Ss’ scope of knowledge,review what they have learned,learn English in a relaxing atmosphere.●Step7 Homework (1min)Read through the passage after class.Do activity 3 on page 23.Do as the romans do!Purpose：Present the key content clearly on the blackboard.Part Seven--Teaching reflectionUse many activities to catch the Ss’ attention,develop their interest, ask Ss to learn cooperatively and positively, realising the aims of the new curriculum.However,the Ss’ English level is a little low,and they are shy to speak English, maybe some activities are a little difficult for them, so the T must encourageall the Ss.That is all for my presentation,thank you for your listening and advice.说课稿课题：Greetings around the world 姓名：王琳学校：南充二中。

body-language-说课稿

Module 3 Body LanguageGood afternoon,everyone. Today I'm very glad to have a chance to talk about my teaching ideas. My topic is Body language .It is made up of five parts.Part 1: My understanding of this lesson1. The analysis of the teaching materials:This lesson is a reading passage. It plays a very important part in the English teaching of this module, because we should lay particular emphasis on the students’ reading ability in senior English teaching. In this passage, we should help the students get some knowledge about the different ways to communicate with others.This passage mainly describes some greetings in European and Asian countries. At the same time, we should get the students to understand some difficult sentences and comprehend the passage better. The Ss should receive some moral education.2.Teaching aims:a. Knowledge aim: understand the main idea of the text.b. Ability aim: read and understand this passage by themselves.c. Emotional aim: increase their awareness of communication.3. Key points:How the students can understand the text better.4. Difficult points:1. Train and improve the students’ reading and speaking ability2. Some difficult language points in this passage.3. Get to know some tips of body language and employ them in intercultural communicationPart 2: My teaching theories, methods and aids1.Before dealing with this lesson, I'll do my best to carry out the following theories:Make the Ss the real masters in class while the teacher myself act as a director; combine the language structures with the language functions; let the students receive moral education while they are learning the English language.2. Teaching method:Question-and-answer activity teaching method.Watch-and-listen activity teaching method.Task-based teaching methodPair work or individual work method.Part 3 :Teaching procedures:I have designed the following steps to train their ability of listening, speaking, reading, especially reading ability. The entire steps are: Greeting and Lead-in,Fast reading,Detailed reading,Discussion, Language point and HomeworkStep 1 Greeting and lead-in1. Greet the students as usual.2. Bring in new subject: Body language3.Show some pictures about body language to Ss, and let them guess the meaning. It aims to give the Ss initial impression of body language. Step 2 Fast readingRead the passage carefully with 1’30’’ to find out the main idea of each paragraph,Step3 fast readingRead the passage carefully again and decide which ones are true and which are false. This time, Ss should not only get the answers to this Part , but also check the answer to Part 5. It is also called depth reading or study reading .It means reading for detailed information.Step 5 DiscussionWork in pairs, use 1 minute to read this passage quickly and carefully, and then fill in the form with the details. Ss just need to finish the part about China. The rest parts are their homework today.Step 6 Language pointLook at the passage again, then give Ss some important language points and they should take notes.Step 7 HomeworkFirst, finish the rest part of part 5. Second, try your best to communicate with your classmates after class. Last, preview the other parts that we willlearn next class, especially the Grammar.Part 4: blackboard designModule Three Body Language and Non-verbal CommunicationTopic sentences:1. Gestures can vary from country to country. (How)2. Some informal gestures. (Give examples)nguage point.Part 5 :Teaching ReflectionThe Ss should get more chances to practice with each other because this passage mainly describes some greetings in European and Asian countries.I think that the Ss should play a leading role but the teacher should play an assistant role in the class.In the next time, I will make more progresses.That’s all. Thank you.。

bodylanguage-说课稿

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。

body-language-说课稿

Module 3 Body LanguageGood afternoon,everyone. Today I'm very glad to have a chance to talk about my teaching ideas. My topic is Body language .It is made up of five parts.Part 1: My understanding of this lesson1. The analysis of the teaching materials:This lesson is a reading passage. It plays a very important part in the English teaching of this module, because we should lay particular emphasis on the students’ reading ability in senior English teaching. In this passage, we should help the students get some knowledge about the different ways to communicate with others.This passage mainly describes some greetings in European and Asian countries. At the same time, we should get the students to understand some difficult sentences and comprehend the passage better. The Ss should receive some moral education.2.Teaching aims:a. Knowledge aim: understand the main idea of the text.b. Ability aim: read and understand this passage by themselves.c. Emotional aim: increase their awareness of communication.3. Key points:How the students can understand the text better.4. Difficult points:1. Train and improve the students’ reading and speaking ability2. Some difficult language points in this passage.3. Get to know some tips of body language and employ them in interculturalcommunicationPart 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 will learn 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.。