unit2 Reading --- Body language (2)

Unit2. Body language（教学设计）一、教学目标：1、知识目标The Ss can grasp the words and expressions.The Ss can grasp the grammar and use it correctly.The Ss can improve their ability of listening, speaking, reading and writing.2、能力目标To make conversations about making or rejecting suggestions.To write a note according to one requirement.To learn the importance of body language in western cultures.3.、情感目标To use body language correctly in our daily life.To admire different cultures and behave politely.二、教学重点难点：1、V ocabulary2、Key sentences3、Grammar三、教学设计理念1、本单元的教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。

2、始终贯彻学以致用的原则（在做中学，在学中用）。

3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际、贴近生活，树立以学生为本的思想，提倡学生参与、体验、亲身实践、独立思考、合作探究，从而实现教学方式和学习方式的转变。

四、教学工具：多媒体课件，录音机，图片等五、教学步骤：Step 1 Warming up (课前热身---- 激发学习兴趣)Use pictures to talk about gestures and expressions.Step 2 Presentation1. Words and expressions(引导学生回忆) Do you know the meaning of the words?(出示课件——复习词汇和短语，结合构词法和中考真题)2. Key sentencesHelp the Ss grasp them and can grasp how to use the sentence patterns or phrases.(利用课件展示key sentences，边讲边练)3. GrammarEmphasize the importance of the Gerunds.Lead the Ss revise and summarize the usage .(通过课件强调语法——动名词，以及动名词作主语和作宾语的用法，结合中考真题练习)4. WritingUse a note as an example to explain how to write.Let them enjoy the good sentences and wonderful expressions.Step 3.DiscussionTalk about how to behave politely when using body language.(分组合作，选出代表总结观点)Conclusion: Smile is welcomed all over the world.Step4. ListeningA song to relax and practice listening skills.Step5. Homework1 . Summarize the unit yourselves and do self-check to make sure you have learned all.2. Preview next unit (words & background ).3. Write a telephone message .4. Collect some interesting materials about body language .。

Book4 Unit4 Body LanguageReading教学设计教材分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事.来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会,反映出身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用.教学设计思想：READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语"及其在交际中的异同和影响的具体例证。

在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。

在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来。

把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。

让学生在实践中掌握阅读技巧和方法，提高阅读能力。

教学中以学生体验为主，在语境中体会词义,培养学生爱思考的好习惯。

英语学习不仅是对语言的学习,更是对文化的学习。

教学目标:1。

让学生通过阅读文章去了解不同的文化、不同的身势语。

同时,在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。

2. 身势语是传递交际信息的非语言手段。

帮助学生了解由于文化差异所带来的身势语的变化,减少在跨文化交际中产生的误解。

教学重点和难点:1。

了解不同文化中的身势语的不同含义。

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。

教学过程：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。

Book 2 Unit 2 Be sporty, be healthyReading 2A beginner’s guide to exercise教学目标By the end of the section, students will be able to:1. know the characteristics of a good guide;2. appreciate the language and the writing techniques employed;3. use cautious language to avoid over-generalizing.教学重难点1. To understand the techniques and apply them to writing;2. To understand cautious language and apply it to writing.教学过程The purposes of the guide are to encourage readers to exercise and to inform them of the proper way of exercising. The guide asks questions at the beginning and at the end to give encouragement. In lines 16–21, it gives examples to explain how different types of exercise improve our health. In lines 25–26, it compares the human body to a car that needs to be fuelled to help the reader understand the role of carbohydrates. These techniques are very effective in presenting information.学会用文中的例子来支撑自己的观点。

Unit2 Body languageDebbie and Simon are students. They both have part-time jobs at a travel company.A Well-dressed lady entered the office. She looked at Debbie and Simon, and then walked over to Debbie. Debbie gave her a cheerful greeting. “What’s the matter?” Mr Yang asked.“People always choose choose Debbie instead of me. I don’t understand.”“I do. It’s the way you communicate.”“ How can that be?” Simon asked. “I don’t get a chance to speak.”“Communicating is more than just speaking. Your body language is important too.”“Body language?”“It’s the way you stand and sit. It’s your gestures and the expression onyour face. Your whole appearance communicates things. You don’t give people a good impression, Simon. You look down, you never smile and you on’t turn your head towards them.“Look at Debbie. She’s holding her head up. She he always smiles and looks friendly. Her body language is making people feel welcome, so they go to her for help.”Simon decided to improve his body language. He sat ut up straight and tried smiling at people. Minutes later, a beautiful girl entered. She walked over to Simon. A few moments later, she left with a smile.Mr Yang came over at once and said, “You made a good impression on her, Simon.”“That was my sister, “said Simon. “She wanted to remind me that that tomorrow is her birthday.”。

Unit 2 Body language（单词、词组）一、知识导航：二、要点全解：1. angry(生气的), excited(感到兴奋的), happy(高兴的), surprised(惊讶的) (1) angry (adj) 生气的angrily (adv)anger (n)be angry with sb: 生某人的气跟踪练习： “Why are you late for school again?” said his teacher . (angry)(2) excited (adj) 感到兴奋的，多指人对事物的感受，主语一般为人。

be excited about / at / by sth: 对。

感到兴奋e.g.: I am excited about the film. 我对这部电影感到兴奋。

【拓展】exciting (adj) 令人兴奋的，多指事物对人的影响，一般修饰物。

e.g.: Have you heard of the exciting news? 你听说那个令人兴奋的消息了吗？ 【一言辩异】I was very excited after watching the exciting football match.观看了那场令人兴奋的足球比赛后，我感到非常兴奋。

(3) happy (adj) 高兴的 反义词: unhappyhappily (adv)happiness (n)(4)surprised (adj) 惊讶的多指人对某事感到惊讶，主语一般为人。

be surprised to do sth: 吃惊的做某事 be surprised at sth: 对某事感到惊讶be surprised + that 从句: 惊奇。

I am surprised to hear you say that.【拓展】① surprising: (adj) 令人惊讶的，表示某物令人惊讶。

It is a rather surprising achievement. 它真是个令人惊异的成就。

沪教版初中英语八年级下册Unit 2知识点梳理Unit 2 Body language【词汇精讲】1. acceptaccept是动词,意为“接受,收受”。

例如:She accepted his flowers happily. 她高兴地接受了他的花。

【拓展】receive和accept的辨析:（1）receive和accept都有“接收”的意思。

receive表示客观上收到,而accept表示主观上接受。

I received his invitation but did not accept it. 我收到了他的请帖,但并没有接受他的邀请。

（2）receive通常指被动地“收到”或“接到”,而accept则指主动地“接受”。

We haven't received his letter for a long time. 我们很久没有收到他的来信了。

She offered him a lift and he accepted (it). 她请他坐她的车,他接受了。

（3）表示“接见、接待”时,要用receive而不用accept。

She was warmly received.她受到热情接待。

2. messagemessage 意为“消息,信息”。

take a message 意为“捎个口信”；leave a message 意为“留个口信”；send a message 意为“发送信息”。

例如:Can I take a message for him? 我能给他捎个口信吗？He sent a message to me yesterday. 他昨天给我发了一条信息。

【拓展】辨析information, news与messageinformation 表示通过打听、观察及学习获得的资料。

news是不可数名词,意为“消息,新闻”,指通过广播、电视及报纸报道的事。

message是可数名词,意为“口信,消息”,指通过口头或笔头传递给他人的消息。

单元整体教学设计表二：单元大观念：主题大观念小观念1：了解肢体语言及其在日常交际中的重要作用小观念2: 了解肢体语言在不同文化背景下的不同含义小观念3：根据已经设定的情境，撰写提醒式便条单元大观念：引导学生了解相同或相近肢体语言在不同文化交际中的含义，关注文化的异同，在日常交际中注意并理解他人输出：撰写一份报告陈述肢体语言在日常交际中的重要性、简单比较中西方对于同一肢体语言的不同含义。

输出：将自己的肢体语言与某位同学的肢体语言进行比较，就肢体语言的使用提出建议。

输出：写一篇演讲稿并演讲，介绍眼神交流在不同国家和地区含义上的区别。

输出：根据已设定的情境，独立撰写一份便条。

Reading：阅读一则发生在旅行社中的有关不同肢体语言给顾客留下不同印象的故事；Grammar：介绍动名词的基本概念和构成以及动名词作主语和宾语的用法。

Speaking：讨论常见姿势的含义Culture corner:了解世界各国不同的问候方式。

More practice:了解眼神交流在不同文化背景下的不同含义。

Listening:了解舞者的肢体语言—芭蕾舞。

Writing：了解便条的基本格式，并撰写一则提醒朋友准时赴约共赏芭蕾舞的便条。

核心素养的综合表现：学生能够运用所学目标语言介绍不同的肢体语言以及其意义；并能评价他人及自己行为举止中得体或需要改进的地方，同时能提出改善的建议。

学情分析（一）自然情况本单元围绕“肢体语言”这一话题，以“肢体语言”的含义及其在日常交际中的重要作用为主线，开展教学活动，了解肢体语言。

符合Module 1 Social munication 这个话题的内容探究，以及八年级学生对知识的汲取需求。

（二）已有基础语言大观念小观念1：围绕语义整合性学习词汇和表达方式小观念2：围绕本单元所学目标语言点，写一封感谢信，感谢寄宿家庭提供的帮助。

肢体语言对于日常交际的影响描述方式语篇结构 了解不同的肢体语言Body language, lady, munication,meaning, gesture, bored, sit up, take place, parttime, hold, welldressed, sigh, matter, later,appearance, remind, impression, towards, make a good impression onballet, neck, cross, nod, shake, sure, contact, eye contact, while, understanding, Asian, Westerner, lie, cause, either,especially, stranger, impolite1. 主题：This is to remind you about…2. 时间和地点：I’ll meet/wait for you + place + time.3. 注意事项： •Don’t forget to… •Remember to … experience…1. Start with a greeting. (e.g. Dear)2. Talk about the topic in the first sentence.3. Give the message clearly in a few words.4. End with a friendly word or phrase. (e.g. Best wishes)。

Unit 2 Body LanguageLesson 1▲短词归纳body language 肢体语言go forward 向前走shake hands 握手hi, there 你好wave at 向……挥手point at 指向look like 看起来像go over 复习；过去■重点难点全讲1．shake hands 握手shake hands with sb.= shake sb. by the hand = shake one’s hande.g. In China, when people meet together, they like shaking hands. 在中国，当人们见面时，他们喜欢握手。

2．wave(1) n. 可数名词：波，波浪，挥手e.g. ①The waves were beating on the shore. 浪涛拍岸。

②She gave a wave as she left the house. 她离开家的时候挥手告别。

(2) v. 摇，挥动，挥手告别wave at/ to sb. 向某人挥手e.g. ①Martin waved us goodbye. 马丁向我们挥手告别。

②She waved at him. 她向他挥手。

3．point(1) n. 可数名词：尖，尖端，特别，分数，意义，目的e.g. Do you have a pencil with a sharper point? 你有更尖一点的铅笔吗？(2) v. 指，指向，point at 在近距离的情况下使用，除去明确的位置外，通常有不礼貌的含义；point to / toward指由于距离比较远而指出方向，明确位置；point out指出要点或错误e.g. ①He pointed at the book he wanted. 他指着他想要的那本书。

②He pointed to the house on the other side of the river and said:“That’s my home.”他指着河对面的房子说：“那是我的家。

初二下册英语说课稿范文：Unit 2:Body Language
说课是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，下面是一篇初二下册英语说课稿范文：Unit
 2:Body Language，希望可以帮助到大家!
 一教材分析
 本单元围绕“身势语”这一话题展开，具体涉及“什幺是身势语”“如何理解身势语”及“身势语”的跨文化性等等。

阅读部分是一篇介绍性的文章，介绍了各种背景下身势语的异同，文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，例如：微笑。

 二教学目标
 1.知识与能力目标：
 在这节课里要理解、内化、运用以下生词及词组—fold、anger、vary、thumb、crazy、mod、part、hug、bow、incredible、pat、get
 through、tear down、chart。

通过阅读获取关于body language的相关信息,且进行skimming, scanning,
 careful reading, generalization, guessing
 meaning等阅读技能训练。

另外，还要充分利用网络资源，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。

 2.过程与方法目标：
 本节课的教学利用“任务驱动”方法，使学生自主探究，培养学生独立自主的思维意识。

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“协作学习”更方便英语的交流和体验，有利于培养学生与他人合作。

【听力训练】I。

听句子，写单词，句子读两遍。

1.Reading a story about using in communication。

2.I gave my mother a .municating is more than just .4.The girl always and looks 。

5.The bot made a good on us.二、听短文，回答问题，短文读两遍。

Unit 2 Body Language一．单项选择1.（2013.广州中考）could you say it again? I can’t understand you are talking about. A。

how B. when C. what D。

which2.We his invitation and went to his party.A。

rejected B. accepted C. won D。

received3.Miss White isn’t in now. Shall I take a ?A。

news B. message C。

notice D。

plan4.Hearing the bad news， he made a of disappointment。

A. signB. gestureC. messageD. symbol5.I haven’t had a chance the movie.A。

see B. to see C. seeing D. Saw6.I’ll tell you about this thing 。

A. late B。

before C。

later D。

in7.This photo reminds me my school days。

A. of B。

at C。

to D.in8.In order to change attitudes employing women, the government is bringing innew class. A. about B。

《英语》（必修·第二册）Unit 2 Be sporty, be healthyReading (II)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words: congratulation, assume, tend, range, instead;2. accumulate some useful chunks;3. use the new words and expressions in new situations;4. use cautious language to avoid overgeneralizing.II. Key competence focus1. Understand some new words and expressions.2. Be able to use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions in new situations properly and correctly.IV. Teaching proceduresStep 1 Lead-inReview the main idea of the guide by completing a summary.T: Hello, everyone! In the first period of this unit, we’ve learned a guide to exercise for beginners. Today we will review the text, appreciate the language in it, and discuss how to use some of the words and phrases, and practise using them in new situations.T: Would you fill in the blanks according to what you have learned from the text?【设计意图：回归课本，以便学生回忆前一日所读文章内容；此外，以概要的形式展现原文，让学生在潜移默化中体会概要的特点，为概要写作打下基础。

Unit 2 Understanding each otherReading II◆内容分析：【What】本板块的话题为“有效沟通”，以讲座文稿的形式阐述了沟通的实质是信息在发出者和接收者之间往复编码、解码的过程，并重点论述了实现有效沟通必须考虑的三个要素：交流对象、肢体语言和共情能力。

作者在开头以一个简单生动的例子引出话题，结尾时也以简练的语言指出有效沟通能化解分歧、建立信任、赢得尊重，号召读者积极实践有效沟通。

【Why】本文通过对沟通实质的阐述和实现有效沟通关键要素的分析，旨在帮助学生充分认识沟通的本质，提升与人沟通交流的能力，并培养学生主动理解他人的意识，在实际生活中构建和谐良好的人际关系，成长为积极高效的沟通者。

【How】本文的语篇类型为讲座文稿，文章脉络清楚，逻辑严谨。

全文为“总一分一总”结构，各段落之间衔接紧密，过渡自然，行文连贯。

在结构层面，作者多次利用词汇复现和连接词等手段将段与段之间进行有机结合；在词汇层面，作者巧妙运用习语增强表达效果，如put yourself in their shoes；此外，还运用了多种副词进行强调、丰富内涵；在修辞层面，作者多次运用举例的手法激发兴趣、解释观点，便于读者理解和掌握。

◆教学目标：By the end of the lesson, the students will be able to:1. interpret the quote about listening and speaking;2. analyse communication problems and explore possible solutions;3. summarize the keys to effective communication;4. apply the skills of effective communication in daily life.◆教学重难点：1. Understand some new words and expressions;2. Be able to use the new words and expressions correctly.◆教学过程：Step 1 Lead-inListen to the passage and underline the following key words and expressions.Step 2 Building vocabulary1. Word study: accompany•v. to travel or go somewhere with sb陪同；陪伴•v. to happen or appear with sth else 伴随；与...同时发生•v. to play a musical instrument while sb else sings or plays the main tune 为...伴奏•accompany(v.陪伴)-company(un.陪伴；伙伴)-companion(cn.伙伴)•in company with sb = in sb’s company 和某人一起/同时•keep sb company 陪伴某人enjoy sb’s company 喜欢一起•the company sb keeps 某人所交往的人；伙伴1). It is said that the senior citizens who are ___________(regular) accompanied by their family members tend to live longer and happier.2). We became____________ (company) in misfortune. (患难之交)3). The singer ________________ (accompany) on the piano by her sister.4). Unluckily, we were exposed to the strong winds _______________ (accompany) by heavy rain.5). I enjoyed __________ (Joe) company last night.2. Word study: encode•v. to change ordinary language into letters, symbols, etc. to send secret messages把...译成电码（或密码）• v. to express the meaning of sth in a foreign language 把...译成外语• encode–decode 破译（密码），理解（外文）3. Phrase study: refer•v. to mention or speak about sb/sth提及•v. to describe or be connected to sb/sth 涉及•v. to look at sth or ask a person for information 查阅；参考• refer-referred-referring• refer to A as B 把A称为B• People who work in offices are frequently referred to as white-collar workers.4. Word study: competent• adj. having enough skills or knowledge to do sth well 有能力的；称职的• be competent to do sth 能胜任做某事• competent--competence(n.) --incompetent(adj.不称职的)5. Word study: straightforward• adj. easy to do or to understand; not complicated易懂的；不复杂的• adj. honest and open; not trying to trick sb or hide sth 坦率的a straightforward processShe is very blunt, very straightforward, and very honest.6. Phrase study: attentive• adj. listening or watching carefully and with interest 注意的；留心的• adj. helpful 关心的；肯帮忙的• be attentive/inattentive to sb/sth• attentive-inattentive(adj.不注意的) -attentively(adv.)-attentiveness(n.) -attend(v.处理; 照料)1). He listened _____________ (attentive) to what she told him.2). He wishes his parents would be _______________ (attentive) to his real needsthan before.3). The teacher was cross as the student was ________(attentive).7. Word study: accordingly• adv. in a way that is appropriate to what has been done or said in a particular situation 相应地• adv. therefore 因此• according to...根据1). Prices vary according ____ the quantity _________ (order).2). We have a different background as well as a different history.______________ (according), we have the right to different futures.3). It is a difficult job and they should _____________ (pay) accordingly.8. Word study: clarify•vt. to make sth clearer or easier to understand阐明，澄清• clarify–clarification(n.)• clarify a situation/problem/issue 澄清情况/问题1). She asked him to clarify ______ he really meant.2). The listener can ask some questions ____________(clarify) the speaker’s position.3). I am seeking ______________ (clarify) of the regulations.4). In his opinion, until the cases ______________ (clarify), the families of thevictims will continue to suffer.9.Word study: empathy and understateempathy n. the ability to understand another person’s feelings, experience, etc.同感，同情，共鸣have empathy with/for sb/sth 对...的同情empathy–empathize(v. with sb/sth有同感，产生共鸣)understate v. to state that sth is smaller, less important or less serious that it really is轻描淡写，避重就轻understate-overstate(v.夸大其词)-under/overstatement(n.)1). It would be a mistake _______________ (understate) the seriousness of the problem.2). The seriousness of the crime cannot _______________ (overstate).3). It is not an _____________ (overstate) to say a crisis is approaching.4). To say we are underpaid is _________ understatement.10. Word study:•not active 无行动的；不活跃的；不起作用的•active—inactive (adj.) —inactivity (n.)1). She takes ______ active part in school activities.2). The volcano has been _________ (active) and peaceful for 50 years.3). The __________ (inactive) of the government was to blame.11.Word study: account foraccount for 占（...比例）；解释；对...负责试译：Too much pressure may account for your recent low efficiency in study.压力太大是你最近学习低效的原因。