Bodylanguage阅读课教学设计

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UnitBodyLanguage Reading教学设计

Unit 4 Body Language Reading Communication:No problem? 教学设计正宁一中冯振华一、Type：ReadingBody Language is a narrative description，which mainly deals with different body language in different culture. As we know, body language is a kind of language that can be used to express one's innermost feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result, their language communication ability will be improved.二、Analysis of the passage1、Content Unit 4 Body language Reading Communication: No problem? (Module 4)2、Dealing with the passageWarming up(Lead-in) while-reading and Comprehending are designed in the reading passage.Those activities can help the students improve their reading skills and oral English ability.3、Teaching aims【Knowledge goal】①To help the students understand that body language iscross-cultural.②To help the students understand the differences among body language in different countries.（2）【Ability goal】①To help the students understand the passage and get the main idea and specific information,thus the reading skills will be developed.②To help the students express their ideas and opinions freely.③To cultivate the students'pragmatic ability of trans-cultural communication in authentic language environment.（3）【Emotional goal】①To help the students learn and respect cultures in different countries.②To develop the students' international cooperation and their awareness of trans-culture.三、Teaching difficulties and important points（1）Teaching important points①To help the ss learn and use common body language properly in their ；communication②To get the main idea of the text and some key information.（2）Teaching difficulties①To cultivate the students' reading skills②To help the students learn some cultural misunderstanding causedby body language in different situations.四、Teaching methodTask-based method & Communicative-cooperation method五、Teaching aidsPPT Project Blackboard Chalk六、Teaching design（一）General designThis is a reading comprehension lesson. The key to teaching is to improve the students' reading skills and strategies. And the teacher will help the ss improve their cultural awareness.To arouse the ss' interest in the topic, at the very beginning ofthe class,the teacher uses the students' familiar gestures (ok, quiet, stop, great) to lead in the topic and asks some students to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the atmosphere in the class is lively. At last,the teacher asks the ss: “What is body language?” As a result ,the new lesson is easily lead-in. The design of the reading activities deals with pre-reading, while-reading and post reading, including getting the main idea of the text, specific information and so on , aiming at improving ss' reading comprehension ability and oral English ability.（二）Teaching proceduresStep 1.Leading in(1)The teacher shows some pictures on the screen. They are about some common gestures used in our daily life. Then asks some ss to guess the meaning of each gesture.(2)The teacher asks some pairs of students to come to the blackboard to perform some body language, while other students to guess what the body language means.Facial expressions: happy, excited, shocked, angry, etcGestures: Victory, well done, quiet, OK, etcPostures: Shake hands, bow, nod ,hug, etcEye contact: Wide-eyed, wink, roll eyes, etcInstructions：通过学生熟悉的手势导入本课，让学生倍感亲切，很自然地极大活跃了接下来的学生身势语现场表演和学生分组竞猜，过渡到本课的话题。

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。

body language 教案

Unit 4 Body LanguagePeriod 1 warming up and readingTeaching aims:1. Get students to learn some useful words and expressions in this part.2. Enable students to develop their reading ability and try to use some readingstrategies such as skimming, scanning and so on.3. Enable students to recognize different body languages and try to use themcorrectly.Teaching important points:1. Get students to read the passage and learn about cultural differences andintercultural communication.2. Help students to use different reading skills to understand the passage better. Teaching difficult points:1. Enable students to understand the passage and know about cultural differences and intercultural communication.2. Get students to use different reading skills for different reading purpose Teaching methods:1. task-based teaching and learning2. cooperative learningTeaching procedures:Step 1 Leading in1. Play a song to students and ask them to act to the music2. Introduce gestures, facial expressions, body movements to the students.3. Conclude the definition of “body language"4. Have students figure out the meaning of each gesture, body movement andfacial expression on the screen.Step 2 pre-readingIntroduce different ways of meeting or parting to the students and whatpeople from different countries do when they meet each other.Step 3 reading1. Fast reading SkimmingListen to the tape and find where the persons in the chart come fromCharacter (person) countryYou ChinaMr. Garcia ColumbiaJulia Smith BritainMr. Cook CanadaAkira Nagata JapanAhmed Aziz JordanMadame Coulon France2. ScanningMatch the people and the different ways of greeting.Mr. Garcia shakes hands and kisses others cheek(Columbia) twice on eachJulia Smith (Britain) BowsVisitor (Japan) shakes handsGeorge Cook approaches others closely and touches their(Canada) shoulder and kisses them on the cheekMadame Coulon (France) does not stand very close to othersor touch strangers3. Careful readingPart 1 Judge the following sentences True or False1.English man often stand close to others or touch strangers as soon asthey meet. F2.Most people around the world now greet each other by kissing. F3.Japanese will bow to others as greeting. T4.People from Jordon will move very close to you as you introduceyourself to them if you are a man T5. Some body languages in some countries are good whilesome countries body languages are bad. FPart 2 Find out the two mistakes the author found in the airport.Step 4 SummaryWhat can we learn from the passage?Step 5 DiscussionHave students discuss when they are going to meet some foreign guests, what they should do in advance.Homework1. Recite the new words in this unit2. Pick out the difficult language points in the text, and write them in theexercise book3. Finish period 1 in the workbook。

[精品K12]Body language 阅读课上课教学方案设计

Body language 阅读课教学设计Bodylanguage阅读课教学设计一教学目标：知识与技能：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、getthrough、teardown、chart2.获取关于bodylanguage的相关信息,且进行skimming,scanning,carefulreading,generalization,gue ssingmeaning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：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：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：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”。

Body language 阅读课教学设计

Body language 阅读课教学设计Bd language 阅读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—fld、anger、var、thub、raz、d、part、hug、b、pal、shrug、inredible、pat、get thrugh、tear dn、hart2获取关于bd language的相关信息,且进行siing, sanning, areful reading, generalizatin, guessing eaning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的重点。

根据英语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的难点。

根据英语程标准，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。

高中高二下册英语Body language教案格式

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。

(完整版)人教版高一英语必修四unit4Bodylanguage教案

人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。

3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。

●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2.　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. How does body language differ among people fromdifferent cultures?Part 3.　Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。

《BodyLanguage》教案全面版

Chapter1.Body language -Listening, Speaking& Writing教案(一)一、章节分析（Section Analysis ）综述本章节是语言运用部分。

通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。

针对高一新生情况using language 的任务是培养学生如何正确有效的使用字典，为以后的学习打下基础。

（二）目标Listening1帮助学生通过抓关键词培养其听力理解能力。

2听说结合，提高听力教学效果。

Speaking1帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。

2鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。

Using English1帮助学生如何有效的使用字典。

2培养学生自习自研能力。

Writing1了解书信式“提醒单（reminder ）”和邀请信的写作思路。

2掌握写作方法。

3根据简要提示写出符合要求的reminder as well as 邀请信。

（三）重点和难点Listening培养学生抓关键词汇：adj /adv attentively; politely; serious ,nervousn art; steps; movements; sages; points messagesv danceSpeaking通过表演掌握如何推荐自己以及如何评价他人，同时能运用Do’s 和Don’s 句型。

Using English了解字典中不同符号的含义以及如何能有效地运用字典，培养自学能力。

Writing根据提示写出符合要求的short messages 并能采用生生互评。

二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Listening 1材料的整合：将课本第5页和课本第20页上的听力材料整合。

两份材料都是培养学生抓关键词汇的能力。

2建议把听和说相结合。

Bodylanguage教案北师大版

Body language教案北师大版
授课内容
授课时数
授课班级
授课人数
授课地点
授课时间
教学内容分析
本节课的主要教学内容是北师大版《Body language》这一章节。本章节主要包括了对身体语言的基本概念、分类及其在日常生活交流中的应用等方面的内容。
教学内容与学生已有知识的联系：在学习本章节之前，学生已经学习了关于人际交流的基本知识，对于人际沟通的要素和方式有一定的了解。通过本章节的学习，学生将能够进一步深化对于沟通方式的理解，学会运用身体语言来增强沟通效果。
-学习和了解不同文化的身体语言特点，有助于提高跨文化交流的能力。
-尊重和理解不同文化的身体语言差异，可以促进跨文化交流的顺利进行。
4.非言语交流的要素和作用
-非言语交流是指除了言语以外的交流方式，包括身体语言、视觉符号、声音等。
-非言语交流的要素包括动作、表情、姿态、声音等。
-非言语交流在沟通中起到传递信息、表达情感、强化言语等作用。
核心素养目标
本章节的教学旨在培养学生的跨文化交际能力，使学生能够理解并运用身体语言进行有效的沟通。通过学习身体语言的基本概念、分类及其在日常生活交流中的应用，学生将能够提升自我表达能力，增强同理心，提高跨文化交流的适应性。同时，本章节还将培养学生的信息提取能力，通过观察和分析不同情境下的身体语言，学生将能够提高从非言语信息中获取意义的能力。
4.教学手段：讲授、小组讨论、角色扮演、互动游戏、案例分析
教学实施过程
1.课前自主探索
教师活动：
-发布预习任务：提供身体语言的相关视频和图片，要求学生观察并分析。
-设计预习问题：提问学生如何识别和理解不同情境下的身体语言。
-监控预习进度：通过在线平台收集学生的观察笔记和问题。

Body language 阅读课教学设计

Body language 阅读课教学设计教学设计一目标：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、getthrough、teardown、chart2.获取关于bodylanguage的相关信息教学设计一目标：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、 chart 2.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y meaning?”。

学生自然回答“手势”。

借此机会给学生留下第一个任务：★Task1 : In our everyday life, by which ways can we communicate with each other?然后通过展示图片给出线索，使学生在视觉和听觉上受到刺激，自然导入本课主题——身势语。

Step II Task-cycle★ task2 : Discuss the following three questions: ● Can you guess what someone is thinking or feeling by looking at his or her body language?● Do people from different parts of the world use different body language? What about people who live in different parts of China?●How do you communicate the following with body language?Thank you!No.Yes.I don’t e here!经过这三个问题的讨论使学生置身于“身势语”之中，增添了实效性与可操作性。

Unit 4 Body Language(教学设计)

Teaching PlanUnit 4 Body LanguageI.Class Type: Reading class, 1 periodII.Teaching Content:Body LanguageIII.T eaching Aids: PowerPoint, blackboard, chalks, textbook, handoutsIV.Teaching Method: Task-based Teaching MethodV.Analysis of the LearnersThe target students are in grade one of senior high school. There are 32 students in the class, the English levels of most of whom are on average.VI.Learning Objectives:By the end of the class, students will be able to:1.Know what body language is through pictures and the teacher’s explanation.2.Tell the genre of the passage Listening to How Bodies Talk and have a betterunderstanding of it after reading and discussion.3.Have a command of some practical tips of interpreting others’ body languageafter reading the article Understanding Body Language.VII.Learning Procedures:Step 1 Lead in●What is body language ?Body Language is a kind of nonverbal communication. It includes eye contact, gestures, postures and facial expressions. People use it to make themselves understood.●I will show the students some pictures and ask them to guess what they want tosay.Step 2 Fast reading1. What type of writing does this passage belong to?A. NarrationB. ExpositionC. ArgumentationStep 3 Detailed readingPara. 1What is paragraph 1 mainly about?A. The feelings expressed by body language.B. The function of body language.C. The importance of words.Read Para. 2-4, fill in the following chart and finish the multiple choices.Multiple choices1.What does the word “varies” in paragraph 2 mean?_______________A. Stays the same.B. Develops slowly.C. Advances rapidly.D. Changes accordingly.2.What can be inferred from paragraph 4?A. “Yes” and “No” gestures have the same meaning everywhere.B. People in Bulgaria express agreement through shaking their heads.C. People in southern Albania express agreement through nodding.D. The Russians usually shake hands when they meet.Para. 5Read and act it out!Para. 6(Discuss) Smile can be used to hide feelings like anger, fear, or worry. Can you describe a situation where you might smile when you don’t mean it?SummaryBody language 1._______(vary) from culture to culture. Eye contact is not always2._______ (approve) of. In Japan, it may demonstrate respect to look down when3.______ (talk) to an older person. In France, a person who4.________(witness) the gesture for “OK” may interpret it5. ___ meaning zero. You should avoid6.________ (make) this gesture in Brazil and Germany. Even the gestures we use7._______ “yes” and “no” differ around the world. In many countries,8. _________(shake) hands means “no”, and nodd ing means yes. By9.__________ (compare), in Bulgaria and southern Albania, the gestures have the opposite meaning. Elsewhere, people favor shaking hands, 10._____(bow) from the waists or nodding the head when they meet someone else.Step 4 Learn more about body language!If there is time left, I will ask them to read the passage named Understanding Body Language. (If not, this will be their homework.)Step 5 HomeworkThinking: Can you think of an example of body language that is appropriate in China but might be misunderstood in another culture?ReflectionMind map should be designed at summary part because it is a little hard for them to draw a mind map just after reading for the first time.。

(完整版)Bodylanguage教学设计

Book4 Unit4 Body LanguageReading教课方案教材剖析：本单元的中心话题是“身势语”，阅读部分叙述了一个机场迎接客人的故事。

来自几个不一样国家的商人因为文化背景的差别，在首次会面时相互问候的方式截然不一样且发生了一些小误会，反应身世势语与文化背景的亲密关系，以及身势语在人们平时社交中的重要作用。

教课方案思想：READING是一篇介绍性（记述文）体裁的文章，主要介绍了各样文化背景下的“体态语”的异同，为学生供给了来自不一样国家、不一样语言文化背景的“体态语”及其在社交中的异同和影响的详细例证。

在教课过程中实行任务型教课，在讲堂中让学生达成依据阅读资料所设置的任务，从中学习语言知识以提升语言应用能力。

在部署小组活动时，让不一样学习种类的学生为一个学习小组，尽可能让全部学生都参加就任务活动中来 .掌握从兴趣出发的原则，采纳表演、猜想和议论等形式，使学生保持学习的热忱。

让学生在实践中掌握阅读技巧和方法，提升阅读能力。

教课中以学生体验为主，在语境中领会词义，培育学生爱思虑的好习惯。

英语学习不单是对语言的学习，更是对文化的学习。

教课目的：1.让学生经过阅读文章去认识不一样的文化、不一样的身势语。

同时，在阅读训练中浸透略读、查读等阅读技巧来培育学生展望内容、归纳粗心、查找特定信息、猜想生词、细节判断以及推理的能力。

2.身势语是传达社交信息的非语言手段。

帮助学生认识因为文化差别所带来的身势语的变化，减少在跨文化社交中产生的误会。

教课要点和难点：1.认识不一样文化中的身势语的不一样含义。

掌握略读、查读、猜生词及推理判断等阅读方法和技巧。

2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。

教课过程：Step 1 Leading-inT: Let's enjoy a video about " The Gold Rush" again.T:How do you think the character express his feelings?S:T:Yes, sometimes gestures and body language can help us to express ourself, too.Are all the gestures similar around the world?S:Look at the title and picture of the passage. Predict what you think he topic will be.Then skim the passage and check to see if your prediction was right.【设计说明】这项任务旨在经过回首上一单元的视频资料来显现和导入本单元的主题—— Body language，不单能提升学生对所学内容的兴趣，充足起到了热身的作用，并且能使学生经过对旧知识的回首进而自然过渡到对新知识的学习上来。

英语教案Body language范例

英语教案Bodylanguage范例一、教学目标1.让学生了解和掌握身体语言的定义、类型及在日常交流中的运用。

2.培养学生观察、理解和运用身体语言的能力。

3.提高学生英语口语表达和交际能力。

二、教学内容1.身体语言的定义及重要性2.常见身体语言类型：面部表情、手势、姿态、眼神等3.身体语言在日常交流中的运用三、教学重点与难点1.教学重点：身体语言的定义、类型及运用2.教学难点：如何引导学生观察、理解和运用身体语言四、教学过程第一课时1.导入向学生简单介绍身体语言的定义和重要性，激发学生兴趣。

举例说明身体语言在日常交流中的实际应用。

2.知识讲解介绍身体语言的类型：面部表情、手势、姿态、眼神等。

分别解释每种类型的具体含义和表达方式。

3.案例分析展示一些身体语言的图片或视频，让学生观察并分析其表达的含义。

引导学生结合自己的生活经验，讨论身体语言在交流中的作用。

4.小组讨论a.你在生活中遇到过的身体语言误解有哪些？b.如何避免身体语言的误解？c.你认为身体语言在跨文化交际中有何重要性？5.角色扮演学生分组进行角色扮演，模拟不同场景下的身体语言交流。

教师指导并纠正学生使用身体语言时的错误。

第二课时1.复习导入复习上节课的内容，巩固学生对身体语言的认识。

2.观察与分析让学生观察课堂上的身体语言，分析其含义和作用。

3.小组讨论a.你在课堂上观察到的身体语言有哪些？b.这些身体语言对课堂氛围和教学效果有何影响？c.你认为如何更好地运用身体语言提高课堂效果？4.课堂实践教师设计一些课堂活动，让学生在实际操作中运用身体语言。

教师指导并评价学生的表现。

学生分享在课堂实践中运用身体语言的感受和收获。

五、课后作业1.观察并记录身边发生的身体语言误解的例子，分析原因。

2.编写一篇关于身体语言在跨文化交际中的作用的短文。

六、教学反思1.本节课的教学效果如何？2.学生在课堂上的参与度如何？3.学生对身体语言的理解和运用能力是否有所提高？4.今后教学中如何更好地融入身体语言的教学？重难点补充：教学重点：在讲解身体语言的类型时，通过具体的实例和互动活动，让学生深刻理解每种身体语言的具体含义和正确应用。

Body Language教案

Body language(Warming up and Reading)教案Unit 21 Body language(Warming up and Reading)Teaching Aims：1. Talk about body language.2. Describe gestures and facial expressions.Teaching Important Points：1. Train the students to summarize the main idea of each paragraph.2. How to get the students to master the two useful expressions：get through, tear down.3. How to let the students understand the body language in different countries and use themcorrectly.Teaching Difficult Points：1. Master the body language in this period.2. How to summarize the main idea.Teaching Methods：1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get the general idea of the text.3. Discussion after reading to make the students understand what they've learned better.4. Pair work or group work to make every student work in class.Teaching Aids：1. the multimedia2. a tape recorder3. the blackboardTeaching Procedures：Step Ⅰ.Greetings and RevisionGreet the whole class as usual.T：In the last period, we learned some expressions to make requests, make offers, accept offers and refuse offers. Who can make up a dialogue using them? OK, you two. Please come to the front to act it out.(Two students begin to act. After that, the teacher says the following.)T：Thank you for your wonderful performance. Please go back to your seats.Step Ⅱ.Pre-readingT：As we all know, we can communicate not just by words but also by our expressions and body movements. But the same gestures in different countries have different meanings. For example, nodding the head means agreement in our country, while in some Asian countries it means disagreement. If you want to learn more about body language, please read the passage “Body Talk”on Page 47 carefully. Before reading, we'll learn the new words and phrases in this period.(Let the Ss read the words and phrases after the tape. The teacher can give a brief introduction to the Ss if necessary.)T: Now look at the three questions on the screen and discuss them in groups of four.(The teacher uses the multimedia to show the questions on the screen.)(The teacher gives the students three minutes to discuss and then asks some students to answer them.)T: (Three minutes later.)Have you finished?Ss: Yes.T: OK. Who'd like to answer the first question?S1: Let me try. I can guess what someone is thinking or feeling by looking at their body language. For example, when I see someone holding their nose, I can see they are smelling something terrible.T: Very good. Let's go on. The second question. Any volunteer?S2: I'll try. I think people from different parts of the world and from different parts of China use the same body language. For example, waving one's hand is to say “Goodbye”in both our country and foreign countries.S3: I don't agree with S2.I think different countries have different body language. For example, men in Russia, France and Arab countries kiss each other when they meet, while men in China or Australia shake hands instead of kissing. People in different parts of China almost have the same body language.(As to the third question, the teacher can ask some students to give performances before the class.)Step Ⅲ.ReadingT: OK. You've known something about body language. Now we are going to read a passage “Body Talk”,from which we will learn more about body language. Open your books at Page 47.Read the passage quickly and summarize the main idea of each paragraph.(After a while, the teacher checks their understanding.)T: Now who'd like to tell me the main idea of the first paragraph?S4: Paragraph 1.We communicate with people not only by words but also by body language.T: Yeah. Right. The second paragraph?S5: Paragraph 2.Body language varies from culture to culture.S6: Paragraph 3.The same body language has different meanings in some different countries.S7: Paragraph 4.Some gestures are universal.S8: Paragraph 5.Smile is the best example of universally understood body language.(Write the main idea of each paragraph on the blackboard.)T: Quite right. We have known the main idea of each paragraph. Now read the passage again and answer the questions on the screen. This time you should read slowly and carefully.(Show the following questions on the screen.)(The teacher gives the students another four minutes to read the passage and then asks some students to answer those questions.)Suggested answers:1. No, not just by words. We communicate with others also by our expressions and body movements.2.In Bulgaria, parts of Greece, and Iran,“shaking one's head”means “Yes”.3. Just like spoken language, body language varies from culture to culture. Making eye contact—looking directly into someone's eyes in some countries is a way to show that one is interested; in other countries, however, eye contact is rude or disrespectful. So we need to be very careful about our body language and gestures.4. We use both spoken language and body language to express our thoughts and opinions and to communicate with other people. We can directly know what they are really saying by words. But when we want to express our complex thoughts, opinions and views, body language can't express them correctly.5. Because body language varies from culture to culture. For example, for “OK”,making a circle with one's thumb and index finger, has different meanings in different cultures. In Japan, someone who sees another person making the gesture will think it means money. In France, a person seeing the same gesture will think it means zero. In Brazil and Germany, however, the gesture is rude.Step Ⅳ.Language StudyT: OK. You are familiar with the passage. But you should also pay attention to some useful expressions. Let's look at their usages. (Show the following on the screen.)(Bb: vary, fold one's arm, get through, tear down, feel down)(The teacher asks some students to translate these sentences into Chinese. At the same time, the teacher explains the underlined phrases.)Step Ⅴ.Listening and ConsolidationT: Now look at your books. I'll play the tape. Listen carefully. You can follow it in a low voice. Pay attention to the stress and intonation.(After that, the teacher says the following.)T: From the text, we know people can use body language to communicate, but some body language is different in different countries, that is to say, when we want to express the same meaning, people in different countries use different body language. Look at the chart in Pages 47~48.Work in pairs or in groups. First have a discussion. Then complete the chart. In the end, I'll check the answers.(The teacher first asks the students to do the exercise orally and then shows the answers on the screen.)Step Ⅵ.Summary and HomeworkT: In this class, we've read a passage about body talk, and learned some body language. Wehave also known that not all the body language means the same thing in different countries. Different people have different ways of making communication through body language. After class, read the passage again and again till you can recite it. What's more, don't forget to preview “Word Study”and “Grammar”Draw at least 10 gestures and write out their meanings in your exercise books. And then explain each of them to your partners. That's all for today. Class is over.Step Ⅶ.The Design of the Writing on the Blackboard。

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。

【教育学习文章】Body language 阅读课教学设计

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：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：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。

四学习方式设计：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。

《Body language》教学设计

Studentstakepartintheactivity
1）studeneningactivity.朗读听力任务出现的新词汇
2）播放录音，提出2个问题作为学生听对话的任务，再点名提问。
Ss are asked to do some translation, sentence-analyzing, and other text relatedexercises. Ss are required to read each paragraph with right pronunciation andintonation.
《Body language》教学设计
课题
Module11《Body language》之Unit1Theytouchnoses!
教学目标
1.Finishthelisteningtask.
2.Getfamiliarwith therelevantinformationaboutbodylanguage
1)学生朗读，并记忆单词.
2)学生不看课文，只听对话，并小组之间讨论上诉问题。
3)学生勾画重点短语和句型。小组之间共同完成并核对答案。学生独立完成。
5.Teachergivesthelecture.
写一篇关于中国人各个地方不同问好方式的简短文章。以小组为单位共同合作，下节课每选一名代表上台做报告
Studentsfollowthe teacher to read the words and test the words by listeningtothe tape
3.teachershowssomebodyactionandaskstudentstoguessthemeaning。老师自己或请两名同学上台表演，其他同学猜测肢体语言所传达的含义。