Unit2BodyLanguage课题Unit2BodyLanguageLesson2授课类型Reading能力方法目标Tograsptheknowledgeaboutbodylanguage.知识技能目标Tocollectandreviewthemessageaboutbodylanguage.情感态度价值目标Itispolitetousetherightbodylanguageindifferentcountries.教学重点common;mean;strange;surprise/surprising/surprised;show;need;keep;mistake;etc.教学难点Toknowmoreaboutthem:can;could;may;might;etc教学方法task-basedlanguageteaching，简称TBLT媒体使用Tape,computer教学流程设计教学活动设计设计意图1.RevisionRevisethequestionsinLessonOne,andlearnthewordsinthislesson.Wecanasklikethis:-WhatamIsaying?-Howdoyousay“Nicetomeetyou.”Usingbodylanguage?-Whatbodylanguagedoyouuse?(-WhenIwanttosayOK,Imakeacirclewithmythumbandindexfingerwhilehavingtheotherthreefingersstretchedupward.)-Whatwordsshouldwelearntoday?Thewordsinthislessonarerude,mistake,makeamistake,common,everywhere,mean,goaway,strange,example,forexample,can’thelpdoingsth,etc.2.VocabularyPreviewLookattheninesentences,fillintheblankswiththewordsweseeintheboxontheright.Theanswers:Comehere;Goaway;can’thelp;Gettingreadyforthenewclass.Revisethewords.PracticereadinginEnglish.Differentgesturesindifferentcountries,andtheirmeaningrude;means;everywhere;strange;Forexample;common.3.ReadingIdentifythespeakersbeforehavingthestudentsreadthepassage.T:Whoarethespeakers?S:Susan,LiuChang,andMike.T:Whatdoyouthinktheywillbetalkingabout?S:Bodylanguage.T:That’scorrect.Wecannoticeitfromthetitleofthisunit.Now,letmeplaythetape.Asyouread,whydon’tyoucheckanywordsthatareunfamiliartoyou?Askthequestiongivenatthetopofthereadingpassage.T:Whatistheanswerforthequestiongivenatthetop?Whatcan’tSusanhelpdoing?S:Shecan’thelpusingbodylanguage.Writethefollowingquestionontheboard:“WhatarethegesturesmentionedbySusan,Mike,andLiuChang?”Askthestudentstothinkaboutthisquestionastheyreadthepassageagainsilently.T:Keepthisquestioninmindwhileyoureadthepassagetoyourself.T:Takingnotescouldalsohelpyouunderstandthepassagebecauseseveralgesturesarementioned.4.AfterReadingA.Checkthestudents’understandingbyhavingthemanswerthequestions.T:WhatistheanswerforQuestion1?S:Theanswerisa.T:Whyisita?S:Susan,LiuChang,andMikearetalkingaboutbodylanguageinChinaandAmerica.Checkthestudents’understanding.Writing:LabelinggesturesThecluesare:1.(Line1-12,secondcolumn,page12)“Ilearnedtopointatthings.It’sokaythere.”–Apronounusuallyreferstosomethingalreadymentionedinaprevioussentence.2.(Line.19-20,secondcolumn,page12)“Weallusedifferentbodylanguage.”B.Reconfirmthestudents’understandingbytalkingaboutthegesturespresentedinpictures.Theteachershouldspecificallydescribehowtomakethegesturesinwords.T:Let’sgoovereachsign.Tellmewhethereachkindofbodylanguageiscommonoronlyacceptableincertaincountries.Answers:1.America/Canada(makingacirclewithathumbandanindexfingerwhilehavingtherestofthefingersopened:OK)2.America/Canada(movinganindexfingerinandoutwhilehavingtherestofthefingersfisted:Comehere.)3.China(pointingtosomethingwithanindexfingerisnotallowed)4.All(Smiling)5.China(movingahandinandoutwiththepalmfaceddown:comehere)ExplainmorebodylanguagethatisusedinEnglish-speakingcountries..Crossingyourindexandyourmiddlefingerisasignthatyouarehopingforgoodluck..Ifyoutwiddleyourthumbs,itmeansyourannoyedorbored..“Givemefive”means“Yes,we’vedoneit.”.Ifyoudrawyourindexfingeracrossyourthroat,itistellingothersthattheycan’tdosomething.问题预测应对措施本课的课文背诵由于是对话可能会使学生感觉很难。可以通过这个办法来减轻学生的负担：分析研讨知识–熟读记忆–改写成短文–小组表演作业Recitethedialogue:BodyLanguage.板书设计Unit2BodyLanguageLesson2Whatbodylanguagedoyouuse?ComehereOkaySmile教学反思
