【正文】 讓學(xué)生知道綠色食品的標志以及綠色食品的生長環(huán)境☆板書設(shè)計Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While listeningStep3 Postlistening for consolidationVegetable chemical fertilizersStep4. Reading☆學(xué)生學(xué)習(xí)活動評價設(shè)計聽力練習(xí)中可以解決的問題：讀寫中出現(xiàn)的問題：學(xué)習(xí)中遇到了哪些難題：通過學(xué)習(xí)達到的目的：☆ 教學(xué)反思有目的地布置作業(yè)，效果截然不同。另外，考慮到教材中的第四個句子本身就很難理解，作了改動。設(shè)計意圖然后從閱讀材料中獲知 “green food”的生長環(huán)境和好處。本節(jié)課的目的是讓學(xué)生通過聽、讀活動，從語言材料中獲取相關(guān)的信息，并通過對信息的加工和處理，提高他們的說、寫能力。如: They are visitors ing from several countries. The boy standing there is a classmate of mine.2. 作狀語 可以表示時間, 原因, 結(jié)果,條件, 行為方式或伴隨動作等。 be cheerful.A Vshape of the forefinger and middle fingerMay you succeed!Or congratulations on your success!A halfclosed hand with thumb downI am not in favor of your idea or I’ll have to refuse you.A wrinkling of the brow in thought or displeasure or a scowlShe is worried.Tears ing out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsThey are waving goodbye to people around.A hand stretched out forward with strengthHe is stopping a tank.People jump with their both hands stretched open in the air.They are cheering for the victory.Step Ⅲ PracticeT: Look at Page 25. What are these people municating?Step Ⅳ Time for FunStep V Role Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s e to Speaking Task on Page 67. 作業(yè)English weekly 16課后反思課時教學(xué)設(shè)計課題Unit 4 Body language三維教學(xué)目標知識與能力Help the students learn how to express themselves in body language when needed.備課時間上課時間過程與方法參看教學(xué)過程教學(xué)方法aIndividual work, pair work and group work.學(xué)法指導(dǎo)Acting out by imitation情感態(tài)度價值觀為學(xué)生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證課　　型閱讀教學(xué)重點及分析a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.教學(xué)難點及突破Enable the students to realize the importance of body language in munication so that little or no misunderstanding may occur.教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計意圖 StepⅠ RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Ⅱ PrereadingT: Our text is about a special means of munication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?After a few minutes.T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of munication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?Step Ⅲ Whilereading1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea.Summary of body language.Read the text carefully, then decide if the following statements are true (T) or false (F). Step IV Post reading1. Is the author of this passage male or female? How do you know ? were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?4. Did any students have similar greeting customs? If so, which ones?作業(yè)Get ready to retell the text in your own words.課后反思課時教學(xué)設(shè)計課題Unit 4 Body language 三維教學(xué)目標知識與能力Enable the students to know more about body language.備課時間上課時間過程與方法參看教學(xué)過程教學(xué)方法taskbased method, roleplay method.學(xué)法指導(dǎo)Individual work, pair work and group work.情感態(tài)度價值觀使學(xué)生進一步明確“體態(tài)語”對人們在日常交際中了解對方情感、思想、態(tài)度等方面所起的作用課　　型Reading教學(xué)重點及分析The understanding of the poorlywritten reading text, especially the relationship aw