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I. Teaching goals教学目标
1. Target language目标语言
a. 四会词汇
b. 重点词组
2. Ability goals 能力目标
Help the students learn how to express themselves in body language when needed.
3. Emotional goals 情感目标
Enable Ss to realize the importance of body language.
Ⅱ. Teaching contents 教学内容
1. Teaching important points教学重点
Help Ss to understand how body language differs among people from different cultures.
2. Teaching difficult points教学难点
Cultivate Ss’ culture awareness in intercultural communication to form better communication strategies.
Ⅲ. Designing thoughts of teaching 教学设计思路
我对教材进行了重组，把Warming-up， Pre-reading， Reading和Comprehending三部分整合为一节阅读课，在课前预习时落实相关词汇，为堂上的阅读教学奠定基础。尝试了“五步阅读教学法”和“愉快教学法”，符合学生的认知规律。在新课程理念下，教师只是作为辅助者的角色，体现出“以学生为中心”的原则，通过“以听促读”“挖空填词”“以写促读”“以做（表演）促读”的方式培养学生的阅读理解能力； 在点评环节，本人设计了学生自我评价量表，充分发挥学生的主导性，让其更充分客观地了解自我学习效果；另外，该话题“body language”易在生活中体会运用，容易激发学习热情，通过小组讨论，小组合作，角色扮演，课堂练习及探究性活动， 提高学生学英语的兴趣。
Ⅳ. Teaching methods 教学方法
Task-based learning， Cooperative learning， Student-centered learning
Ⅴ. Teaching aids 教具准备
a projector， a blackboard， a computer and some pictures
Ⅵ. Teaching procedures教学步骤
步骤一： Checking answers to the former assignment （約3分钟）
Task 1. Check answers to consolidate the useful expressions in this unit.
Task 2. Analyze important sentences.
步骤二： Greeting & leading in （约2分钟）
Task1. Express the commonly used classroom language in nonverbal behavior.
Task 2. Play a guessing game.
1. Divide Ss into two big groups （group A & group B） and send out a list including some target vocabulary to group A.
2. Ask group A to prepare to perform actions or express feelings.
3. Invite two Ss in group A to give performance and let group B guess its word or phrase.
步骤三： Warming-up （约3分钟）
Task 1. Free talk
1. Present some pictures of body language.
2. Get Ss to describe the actions and tell what they mean.
Task 2. Watch a short video from popular program TED Talks.
1. T： What is body language？ Is it necessary and important in our life？
2. Play a video mainly introducing body language and let Ss think about these questions.
Task 3. Analyze statistics
步骤四： Pre-reading （约3分鐘）
Predict the main content according to the title.
1. Let Ss look at the title and picture of the passage on the next page. 2. Inspire Ss to discuss in pairs and write down their ideas in the form of Mind Map.
步骤五： Reading & Comprehending （约17分钟）
Task 1. Fast reading
Step 1. Skim the text while listening to the tape.
Step 2. Divide the passage into four parts and then match the main idea of each part.
Step 3. Analyze the organization of the passage.
1. Give some hints to inspire their ideas.
2. Write down the answers on the Bb.
Task 2. Careful reading
Step 1. Fill in the following chart.
Read para.1 to find out some detail information and use it to fill in the chart.
Step 2. Fill in the following blanks.
1. Find out the two cultural mistakes the writer referred to in the airport in para.2.
2.Show two pictures on screen， which includes the two mistakes.
3. Finish it in the game of competition.
Task 3. Intensive reading
Step 1. Decide which of the following statements is true and which one is false.
Give your reasons. Finish it in the game of competition.
1. Mr. Garcia kissed Miss Julia Smith because they have known each other well.
2. George Cook reaches his hand out in order to shake hands with the Japanese.
3. All cultures don’t greet each the same way.
Step 2. Choose the correct answers after reading the passage.
Finish it in the game of competition.
1. From Paragraph 2 we know that the Japanese prefer towhen they are introduced to others.
A. bow
B. shake hands
C. kiss each other
D. touch others’ shoulders
2. If you are a male， what will happen when you talk with a man from Jordan？
A. He will touch your shoulder
B. He will move close to you
C. He will stand far away from you
D. He will hold you by the hand
Step 3. Use the information in the passage to answer the following questions.
1. Why did the author move back from Ahmed Aziz？
2. Is the author male or female？ How do you know？
Step 4. Please read para.5 carefully and finish the following tasks.
1. “Actions”refers to .
2. 1） Hidden information：
2） What awareness should we develop？
Task 4. Extensive reading
1. T： Let’s know more about the distance between people who are greeting each other.
2. Present the content on screen.
步驟六： Discussion （約3分钟）
Step 1. Free talk
1. T： In what cases or situation will we use body language？ 2. Let Ss be open-minded and think divergently.
3. Ask Ss to share their discussions in class.
Step 2. Group discussion & report
Let Ss read the two questions and then choose one to discuss together.
1） How do you use body language？
2） Talk about an interesting thing when body language is used in your life.
3. Invite one student to make a report.
步骤七： Role play （约3分钟）
1. Prepare for role play the characters in the reading text.
2. Perform the greeting actions through body language.
步骤八： Summary （约4分钟）
1. Make a summary about what we’ve learned in this period.
2. T： The following questions may help you.
What is the text about？
Is it the same in the world？ Why？
How can we solve the problem？
3. Present the Ss writing on screen by the projector.
步骤九： Assignment （約1分钟）
Narrate a scene in which you mainly communicate in non-verbal language.
Pay attention to using the “six factors” （5w+how） in narration.
步驟十： Self-assessment （约1分钟）
Ⅶ. Knowledge structure 知识结构
Ⅷ. Teaching reflection 教学反思
我深深感受到时代发展对教学工作者提出的要求越来越高，课后我对本节课进行了认真的反思。我以“Body language—身势语”为中心话题，运用了图示理论，围绕课文中涉及到的“身势语”的定义，如何理解“身势语”，以及“身势语”的跨文化性等来设计活动，从文章大意到细节，从词汇到句型再到文章结构，帮助学生由浅入深地全面了解课文，并让学生明确了身势语在人类交际中的重要性。巧妙地把握了预习、预设环节，促进了教学效果的生成，并让学生对自己的阅读行为进行量化反思，体现了反思性阅读；创设各种情景，鼓励学生用英语思维，发展听、说、读、写的综合能力；师生间能够建立起融洽、民主的交流渠道，做到教学相长，体现了“素质教育”的精神。
1. Target language目标语言
a. 四会词汇
b. 重点词组
2. Ability goals 能力目标
Help the students learn how to express themselves in body language when needed.
3. Emotional goals 情感目标
Enable Ss to realize the importance of body language.
Ⅱ. Teaching contents 教学内容
1. Teaching important points教学重点
Help Ss to understand how body language differs among people from different cultures.
2. Teaching difficult points教学难点
Cultivate Ss’ culture awareness in intercultural communication to form better communication strategies.
Ⅲ. Designing thoughts of teaching 教学设计思路
我对教材进行了重组，把Warming-up， Pre-reading， Reading和Comprehending三部分整合为一节阅读课，在课前预习时落实相关词汇，为堂上的阅读教学奠定基础。尝试了“五步阅读教学法”和“愉快教学法”，符合学生的认知规律。在新课程理念下，教师只是作为辅助者的角色，体现出“以学生为中心”的原则，通过“以听促读”“挖空填词”“以写促读”“以做（表演）促读”的方式培养学生的阅读理解能力； 在点评环节，本人设计了学生自我评价量表，充分发挥学生的主导性，让其更充分客观地了解自我学习效果；另外，该话题“body language”易在生活中体会运用，容易激发学习热情，通过小组讨论，小组合作，角色扮演，课堂练习及探究性活动， 提高学生学英语的兴趣。
Ⅳ. Teaching methods 教学方法
Task-based learning， Cooperative learning， Student-centered learning
Ⅴ. Teaching aids 教具准备
a projector， a blackboard， a computer and some pictures
Ⅵ. Teaching procedures教学步骤
步骤一： Checking answers to the former assignment （約3分钟）
Task 1. Check answers to consolidate the useful expressions in this unit.
Task 2. Analyze important sentences.
步骤二： Greeting & leading in （约2分钟）
Task1. Express the commonly used classroom language in nonverbal behavior.
Task 2. Play a guessing game.
1. Divide Ss into two big groups （group A & group B） and send out a list including some target vocabulary to group A.
2. Ask group A to prepare to perform actions or express feelings.
3. Invite two Ss in group A to give performance and let group B guess its word or phrase.
步骤三： Warming-up （约3分钟）
Task 1. Free talk
1. Present some pictures of body language.
2. Get Ss to describe the actions and tell what they mean.
Task 2. Watch a short video from popular program TED Talks.
1. T： What is body language？ Is it necessary and important in our life？
2. Play a video mainly introducing body language and let Ss think about these questions.
Task 3. Analyze statistics
步骤四： Pre-reading （约3分鐘）
Predict the main content according to the title.
1. Let Ss look at the title and picture of the passage on the next page. 2. Inspire Ss to discuss in pairs and write down their ideas in the form of Mind Map.
步骤五： Reading & Comprehending （约17分钟）
Task 1. Fast reading
Step 1. Skim the text while listening to the tape.
Step 2. Divide the passage into four parts and then match the main idea of each part.
Step 3. Analyze the organization of the passage.
1. Give some hints to inspire their ideas.
2. Write down the answers on the Bb.
Task 2. Careful reading
Step 1. Fill in the following chart.
Read para.1 to find out some detail information and use it to fill in the chart.
Step 2. Fill in the following blanks.
1. Find out the two cultural mistakes the writer referred to in the airport in para.2.
2.Show two pictures on screen， which includes the two mistakes.
3. Finish it in the game of competition.
Task 3. Intensive reading
Step 1. Decide which of the following statements is true and which one is false.
Give your reasons. Finish it in the game of competition.
1. Mr. Garcia kissed Miss Julia Smith because they have known each other well.
2. George Cook reaches his hand out in order to shake hands with the Japanese.
3. All cultures don’t greet each the same way.
Step 2. Choose the correct answers after reading the passage.
Finish it in the game of competition.
1. From Paragraph 2 we know that the Japanese prefer towhen they are introduced to others.
A. bow
B. shake hands
C. kiss each other
D. touch others’ shoulders
2. If you are a male， what will happen when you talk with a man from Jordan？
A. He will touch your shoulder
B. He will move close to you
C. He will stand far away from you
D. He will hold you by the hand
Step 3. Use the information in the passage to answer the following questions.
1. Why did the author move back from Ahmed Aziz？
2. Is the author male or female？ How do you know？
Step 4. Please read para.5 carefully and finish the following tasks.
1. “Actions”refers to .
2. 1） Hidden information：
2） What awareness should we develop？
Task 4. Extensive reading
1. T： Let’s know more about the distance between people who are greeting each other.
2. Present the content on screen.
步驟六： Discussion （約3分钟）
Step 1. Free talk
1. T： In what cases or situation will we use body language？ 2. Let Ss be open-minded and think divergently.
3. Ask Ss to share their discussions in class.
Step 2. Group discussion & report
Let Ss read the two questions and then choose one to discuss together.
1） How do you use body language？
2） Talk about an interesting thing when body language is used in your life.
3. Invite one student to make a report.
步骤七： Role play （约3分钟）
1. Prepare for role play the characters in the reading text.
2. Perform the greeting actions through body language.
步骤八： Summary （约4分钟）
1. Make a summary about what we’ve learned in this period.
2. T： The following questions may help you.
What is the text about？
Is it the same in the world？ Why？
How can we solve the problem？
3. Present the Ss writing on screen by the projector.
步骤九： Assignment （約1分钟）
Narrate a scene in which you mainly communicate in non-verbal language.
Pay attention to using the “six factors” （5w+how） in narration.
步驟十： Self-assessment （约1分钟）
Ⅶ. Knowledge structure 知识结构
Ⅷ. Teaching reflection 教学反思
我深深感受到时代发展对教学工作者提出的要求越来越高，课后我对本节课进行了认真的反思。我以“Body language—身势语”为中心话题，运用了图示理论，围绕课文中涉及到的“身势语”的定义，如何理解“身势语”，以及“身势语”的跨文化性等来设计活动，从文章大意到细节，从词汇到句型再到文章结构，帮助学生由浅入深地全面了解课文，并让学生明确了身势语在人类交际中的重要性。巧妙地把握了预习、预设环节，促进了教学效果的生成，并让学生对自己的阅读行为进行量化反思，体现了反思性阅读；创设各种情景，鼓励学生用英语思维，发展听、说、读、写的综合能力；师生间能够建立起融洽、民主的交流渠道，做到教学相长，体现了“素质教育”的精神。