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引出国籍的单词，带读并纠音。挖掘有趣的肢体语言。 Step 4 Oral praticing 5’Play guessing game by using these sentence structure:
Are they…?
Yes, they are./ No, they aren’t.
Form two teams, Boys and Girls. T invite Ss to guess and mark the points at the same time.Read the paragraph on the PPT, try to guess the nationality of people.分成男女生组来比赛。国籍被图案挡住，让学生首先阅读对这个国家肢体语言的描述，然后根据线索来推测是哪个国籍。Step 5 Listening 8’Prepare a listening worksheet for every student. Tell them they are going to have a listening practice. Ask Ss what they should do before the listening. Invite Ss to answer.
Then make a conclusion together. First, you need to read the questions first. Make a prediction of what you are going to listen. Then compare the answers, think the differences between them.
Do the listening.
Check after Ss give you their answers. Replay the recording.
Think what to do before listening.
Read the question first, compare the differences between answers.
Finish the listening.
Listen again and check.每人发一张听力单，在听之前先思考要做什么准备。总结听前事项，完成听力练习。教师在这里教导做听力题的方法——听前准备。邀请学生说出自己的答案，并针对题目相关的部分录音再听一次，核实答案。Step 6 Presentation 6’Watch a video of the text. Ss can check their listening again in this part.
After the video, Ask Ss to highlight the nationalities and underline the matched body language. Emphasize the key sentences.Watch the video and check the listening again.
Find all the nationalities in the text and underline the matched body language.通过观看视频和之前的听力输入，加深课文印象。让学生们速读，自主划出课文重点句型：国籍和与之配对的肢体语言。强调本课的难点句型。Step 7 Oral practice and consolidation 5’ Review the key sentances by using animation. Recall Ss’ memory, say it quickly and loudly.
Finish activity 3 on page 67 and check the answers with individule student.
Read the text in roles.
1)Say sentences quickly when watching the flash.
2)Finish activity 3 on page 67 say the answers.
3)Read it loudly in roles.引出难点句型后用动画重现句子，引导学生一起开口，做句型输出。最后用课本练习再巩固一遍并邀请个别学生核实答案。教师再请学生们分角色读课文。Step 8 Team work(output) 5’ Work in four in activity 5, discussing and teamwork.
Invite groups to act it out.
1)Work in four and have a discussion of activity 5.
2)Raise hand to give a show.口语输出，用讨论教学法模拟真实语境，让学生分组讨论并合作完成表演各种打招呼的情景。最后邀请小组上台展示成果。
Step 9 Homework 1’ Set homework, ask Ss to find out more about interesting body language over the Internet. Encourage them to use English and body language to communicate.
Write down homework.布置开放性作业，利用互联网完成。在最后说明肢体语言在交际中的重要性，鼓励学生们大胆说英语和使用丰富的肢体语言。
教学流程图
SHAPE ﹨* MERGEFORMAT SHAPE ﹨* MERGEFORMAT
教学反思1.在整节课中我的带读纠音和巩固还不够，所以导致学生们的输出还是比较有困难。应该再多设计一两个带读巩固的环节。
2. 这节课还有一个重难点就是祈使句，在开始的时候设计了一个经典的游戏Simon says，就是当听到的指令有Simon says在前面的时候，学生才照着做，如果没有就照着做的话就是犯规。后来由于磨课的时候感觉时间不够用就删掉了。这个环节之后还可以设计让学生自己说出祈使句指令，另一个学生按照指令来做。实际用时短了3分钟，没有充分利用好上课时间。
3. 课文中的一些拓展语言点没有来得及讲述，比如when的状语从句等等。在结尾的情感渲染中应该要强调肢体语言在沟通中的重要性，呼应课题。
教授新词带读纠音
全班跟读，开火车读轮流读