1、Unit 2 Here are some ways to welcome them. 教案教案 一一. .教学内容教学内容：Unit 2 Here are some ways to welcome them 二二. .课型课型：Reading and writing 三三. .教学目标：教学目标： 1.能够正确使用下列单词和词组：finger, foot, knee, leg, mouth, body, foreign, personal, arm, hold, move, Britain, polite, somewhere, wave, bring, not at all, in fact
2、, wave to say goodbye, on time. 2.能读懂简单的介绍不同国家身势语的短文。 四四. .教学重难点教学重难点： 1.能够读懂文章。并能在阅读中找出身势语，完成任务。 2.正确使用祈使句的用法。 五五. .教学过程：教学过程： Step1 1. Play the video and let the Ss enjoy it. 2. Play the game. Step2 Skimming Ask the Ss to skim the passage. T: How many paragraphs are there? Ss: five. T: Read it aga
3、in and then check the true sentences. 1. Scan the passage and find out what it is about. 2. Skim the passage and then check the true sentences. Step3 Careful reading (1) Paragraphs 1, 2 1. Answer question. 2. Let the Ss read Paragraphs 1 and 2 in groups of four and then find out the difficulties. 3.
4、 Solve the difficulties. (2) Paragraph 3 and 4: Present Ss some statements and ask them to write “T” or “F”, also correct the wrong sentences after reading Paragraph 3and 4 Step4 3. Careful reading （1）Paragraphs 1, 2 1. Read Paragraphs1, 2 and answer the questions. Is it all right to stand close to
5、people in the Middle East? 2. Read Paragraphs 1 and 2 in groups of four and then find out the difficulties. 3. Solve the difficulties together. （2）Paragraph 3and 4: Go through the statements and write “T” or “F”, also correct the wrong sentences after reading Paragraph 2. 1. The British like touchin
6、g people. ( ) 2. Americans look at people when they talk. ( ). One team students read Paragraph 2 and the other students listen carefully to point out the importance and difficulties. 3. Solve the difficulties. （3）Paragraph 5: 1Ss fill in the blanks after reading Paragraph 5. 2. A groups of six stud
7、ents to read Paragraph 5 and the other students listen carefully to point out the importance and difficulties. 3. Solve the difficulties together. Ask the whole class to read out the whole passage, make sure that they understand it better. 让学生带着任务(问题)去阅读课文、去找答案，有助于学生更加准确地获取信息，提高阅读 效果和阅读技巧。 而分层阅读文章更能把知识点和对课文内容的理解得以突破； 小组活动能 通过学生间的自主、 合作学习， 让学生充分地实践运用语言， 并激发学生创造性思维的发展。
