【正文】 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(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language 三維教學(xué)目標(biāo)知識(shí)與能力Enable the students to know more about body language.備課時(shí)間上課時(shí)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(jià)值觀使學(xué)生進(jìn)一步明確“體態(tài)語”對(duì)人們?cè)谌粘＝浑H中了解對(duì)方情感、思想、態(tài)度等方面所起的作用課　　型Reading教學(xué)重點(diǎn)及分析The understanding of the poorlywritten reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the pilers of the textbook.教學(xué)難點(diǎn)及突破Let the students know that there is both positive body language and negative body language.教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)意圖1 Prereading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?2 Fast readingTURE OF FALSE3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we e to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous.S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.作業(yè)Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.課后反思課時(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language三維教學(xué)目標(biāo)知識(shí)與能力動(dòng)詞ing用法備課時(shí)間上課時(shí)間過程與方法參看教學(xué)過程教學(xué)方法 Individual work, pair work and group work.學(xué)法指導(dǎo)情感態(tài)度價(jià)值觀學(xué)生在聽、說、做（即表演“體態(tài)語”的動(dòng)作）中能夠增進(jìn)對(duì)語言交際的感性認(rèn)識(shí)，為他們?cè)陂喿x過程中上升到對(duì)語言交際的理性認(rèn)識(shí)打下基礎(chǔ)。教學(xué)難點(diǎn)及突破Ving 形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。 Ving 形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。1) ing形式表示 “供作......之用”的意思, 這類作定語的ing形式過去叫動(dòng)名詞。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(shí)間, 原因, 結(jié)果,條件, 行為方式或伴隨動(dòng)作等。Time permitting, I will pay a visit to the whole city. 　(分詞的邏輯主語是time , 而句子的主語是I , 兩者不構(gòu)成主謂關(guān)系, 所以只能用獨(dú)立主格結(jié)構(gòu), 也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語。特別注重提高學(xué)生用英語進(jìn)行思