教材分析
（一）教材內(nèi)容分析 本單元的中心話題是“肢體語(yǔ)言”，介紹了肢體語(yǔ)言在世界范圍內(nèi)的人們生活中所承擔(dān)的不同角色及所起的重要作用，其中重點(diǎn)介紹了肢體語(yǔ)言在不同的文化背景下的不同含義及世界通用的肢體語(yǔ)言。本單元的絕大部分內(nèi)容都圍繞這一中心話題展開(kāi)的。
“熱身”(Warming up)部分以五幅不同的面部表情導(dǎo)出本單元的話題之一：面部表情是傳遞某人內(nèi)心情感的一種方式，使他們能在平時(shí)注意自己在與他人交往中注意自身的面部表情。
“聽(tīng)力”(Listening)部分是以聽(tīng)的形式進(jìn)一步向?qū)W生介紹了肢體語(yǔ)言的交際功能，然后以選擇的形式考查學(xué)生對(duì)聽(tīng)力材料信息的篩選能力，同時(shí)又要求學(xué)生把所聽(tīng)到的信息應(yīng)運(yùn)于討論之中。
“口語(yǔ)”(Speaking)部分向?qū)W生提供三個(gè)情景，讓學(xué)生通過(guò)編對(duì)話進(jìn)行“請(qǐng)求幫助”和“提供幫助”的日常英語(yǔ)練習(xí)。
“讀前”(Pre-reading)部分編者設(shè)計(jì)了三個(gè)問(wèn)題，誘發(fā)學(xué)生思考如何用肢體語(yǔ)言進(jìn)行交流。激發(fā)學(xué)生進(jìn)行閱讀的欲望。
“閱讀”(Reading)部分是一篇說(shuō)明文，它介紹了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分為三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.
“讀后”(Post-reading)部分設(shè)計(jì)了兩種練習(xí)。第一類是三個(gè)問(wèn)題，其中前兩個(gè)測(cè)學(xué)生閱讀的結(jié)果，第三個(gè)是一個(gè)開(kāi)放性題目，鼓勵(lì)學(xué)生把所學(xué)的與現(xiàn)實(shí)生活相結(jié)合。第二類是填寫(xiě)表格，對(duì)比肢體語(yǔ)言在美國(guó)和我國(guó)的異同。
“語(yǔ)言學(xué)習(xí)”(Language study)包括以下兩部分：詞匯部分設(shè)計(jì)了兩塊內(nèi)容：1）要求學(xué)生運(yùn)用自己的六個(gè)身體部位進(jìn)行交際，鼓勵(lì)學(xué)生學(xué)著使用動(dòng)詞-ing形式；2）設(shè)計(jì)了6個(gè)生詞與英語(yǔ)解釋的配對(duì)練習(xí)，旨在培養(yǎng)學(xué)生用英語(yǔ)解釋生詞的習(xí)慣及能力；語(yǔ)法項(xiàng)目是有關(guān)動(dòng)詞-ing形式作名詞使用及其在句子中的功用，具體包括四個(gè)步驟：1）學(xué)會(huì)區(qū)分動(dòng)詞-ing形式在句中的所擔(dān)任的成分功能；2）聯(lián)詞成句，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)主語(yǔ)；3）詞組翻譯練習(xí)，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)定語(yǔ)及翻譯；4）按要求用動(dòng)詞-ing形式進(jìn)行句子改寫(xiě)，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)賓語(yǔ)或表語(yǔ)。
“綜合技能”(Integrating skills)設(shè)計(jì)了一個(gè)開(kāi)放性的寫(xiě)作任務(wù)，要求學(xué)生運(yùn)用6幅看起來(lái)毫不相干的圖畫(huà)進(jìn)行寫(xiě)作，該任務(wù)有利于提高學(xué)生的創(chuàng)新思維能力。
“學(xué)習(xí)建議”(Tips)提供了一些寫(xiě)故事的建議，旨在幫助學(xué)生完成綜合技能的寫(xiě)作練習(xí)。
“復(fù)習(xí)要點(diǎn)”(Checkpoint)部分簡(jiǎn)要總結(jié)了本單元的語(yǔ)法重點(diǎn)。同時(shí)通過(guò)兩個(gè)問(wèn)題引
導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。
（二）教學(xué)重點(diǎn)與難點(diǎn)
I. 動(dòng)詞-ing形式在句子充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或定語(yǔ)
II. 交際功能句型: 如何提議和請(qǐng)求及其答語(yǔ)的句型
III. 重點(diǎn)、難點(diǎn)詞匯詞組
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、語(yǔ)篇分析：
Body Talk (P59-P. 60)
（一）課文圖解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can divide the whole text into three parts:
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
（二）課文復(fù)述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.
（三）德育滲透
? Do in Rome as Rome does [as the Romans do].
[諺]入國(guó)問(wèn)禁, 入鄉(xiāng)隨俗。
? Manners make the man.
禮貌造就人。
? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
禮貌周到是使同我們談話的那些人感到自在的藝術(shù)。
——（英作家）斯威夫特
（四）寫(xiě)作技巧
1、寫(xiě)作線索：
Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)
2、趣味說(shuō)教
課文以教人們認(rèn)識(shí)最基本的肢體語(yǔ)言“Body Talk”為目的，以簡(jiǎn)潔的文字、直接的表達(dá)、豐富的實(shí)例，向人們展示了無(wú)聲的肢體語(yǔ)言在不同的文化背景下的不同意思，并告誡人們?cè)诮煌幸⒁庖恍┲w語(yǔ)言的應(yīng)運(yùn)，同時(shí)，也向讀者介紹了一些世界通用的肢體語(yǔ)言，最后，文章著重介紹了微笑的重要功用。
（五）優(yōu)美句式
There is nothing better than sth./doing sth./to do sth. 沒(méi)有比做某事更好的了。
原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.
e.g. There is nothing better than serving/to serve this great nation of ours.
There is nothing better than the encouragement of a good friend.
三、課時(shí)安排
Warming up Listening (WB)
Period 1 Period 2
Listening Speaking
Pre-reading Language study
Periods 3-4 Reading Period 5
Post-reading Grammar
Reading
Period 6
Writing
Teaching Procedure:
Period 1 Warming up & Listening
Step 1 Warming up
1. Brainstorm: the words of emotions/feelings of human beings
As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.
happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.
2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.
Possible answers:
Picture 1: Confused; I don’t know what to do.
Picture 2: Angry; I can’t believe she said that! That is so unfair!
Picture 3: Sad; I’ve lost my wallet!
Picture 4: Happy; I got an A in my exam!
Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.
3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.
Step 2 Listening
1. Pre-listening
Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?
1) shake the head
2) wave the arms
3) stand with arms folded
4) … …
(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)
2. Listening
1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.
2) Listen to Part 1 again and do the rest two questions of Part 1.
3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.
3. Post-listening
Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?
Homework
1. Make a list of facial expressions and gestures and their meanings we’ve learned today.
2. Preview the following lesson.
Period 2 Listening (WB) & Speaking
Step 1 Listening
Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.
Step 2 Pre-speaking
Make some requests and ask/help students to answer and make offers, for example:
T: Could you give me a hand?
S: Yes, of course. What can I do for you?
T: Could you please clean the blackboard for me?
S: With pleasure.
T: That’s very nice of you.
(Teachers can also ask students to open/close the window, turn on the projector and so on.)
Step 3 Speaking
1. Language Input
Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.
Useful expressions of making offers and requests
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
Could you give me a hand with this? No, thanks. I can manage it myself.
Is there anything else I can do for you?
Could you help me with …?
That’s very nice of you.
Do you need some help with that?
Notes:
Is there anything else I can do for you? = What else can I do for you?
We use these two sentences offer help again when we’ve already offered help.
2. Practice
Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.
Then get some pairs to act out the dialogues in front of the class.
Step 4 Useful Expressions --- Making offers/requests and responses
In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.
Ways of making offers or requests Ways of replying to others' offers or requests
Acceptance Refuse
1.Can/Could/Shall I help you?
2.Would you like me to …?
3.Is there anything (else) I can do for you?
4.Do you want me to …?
5. What (else) can I do for you?
6. Let me do/carry/help … (for you)?
7. Would you like some …?
8. Do you need some help with …? 1. Thanks. That would be nice/fine.
2. That’s very kind of you.
3. Thank you for your help.
4. Yes, please.
5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.
2. Thank you all the same.
3. That’s very kind of you, but….
1. Could you please …?
2. Could you give me a hand with …?
3. Could you help me with …? 1. With pleasure.
2. Yes, of course. 1. I’m sorry, but …
2. I’d like to …, but ….
Step 5 Making up dialogues
Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)
help you with homework
help you with cooking a meal
show you how to use the typewriter go and buy some medicine
do the shopping
show you to the dining room
Example:
A: Would you like some help?
B: Yes, please.
A: Shall I show you how to use this electric typewriter?
B: Thanks. I haven’t used this one before.
A: Would you like me to type your composition for you?
B: No, thanks. I can manage it myself.
Step 6 Post-speaking
If time permits, get students to finish the task of talking in the workbook.
Homework
Prepare the task of talking in the workbook.
Preview the following lesson: Body talk.
Periods 3-4 Reading
Step 1 Revision
Check the homework of making up a dialogue in the workbook.
Go over the ways of making offers/requests and responses.
Step 2 Pre-reading
In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.
1. Who can tell us some ways of telling what one is thinking or feeling?
2. Do people from different parts of the world use different body language? What about people who live in different parts of China?
3. How do you communicate the following with body language?
Thank you! No. Yes. I don’t know. Come here!
Step 3 Reading
1. Scanning
Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.
Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2. Reading
This part is designed to help students to get more detailed information of the text.
1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
2) Read the last part (Para 4-5) again and then try to answer some questions:
1. How can we communicate “I am tired” with the body language? And please act it out?
2. What does “rubbing one’s stomach” mean?
3. Why do we say “ the smile is a universally understood body language”?
3. Reading aloud
Listen to the tape of the text and make marks where they don’t understand.
4. Some language points
Discuss something that students don’t understand.
Possible notes:
Step 4 Post-reading
Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.
1. What are some situations where we need to be very careful about our body language and gestures?
2. How is body language different from spoken language? What do they have in common?
3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
4. Work together in pairs or groups. Complete the chart below.
Step 5 Discussion/Assessment
If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?
Homework
1. Preview the following lesson.
2. Retell the text.
Period 5 Language study & Grammar
Step 1 Revision
Get some students to retell the text.
Step 2 Language study
1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.
2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.
Then invite some students to tell and act out these gestures.
Step 3 Grammar
The –ing form (2): used as a noun
1. Language input
Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)
Then go through the three sentences in the students’ books.
Subject In many countries, shaking one’s head means “no” and nodding means “yes”.
Object We can learn a lot about what a person is thinking by watching his or her body language.
Predicative A good way of saying “I am full” is rubbing the stomach after a meal.
Attributive The price of building materials has gone up again.
2. Practice
Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.
3. Drills
Do Exx. 1-3 on page 61-62 one by one.
1) The –ing form in this exercise is used as Subject.
2) The –ing form in this exercise is used as Attributive.
3) The –ing form in this exercise is used as Object/Predicative.
4. Consolidation
Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
只能用動(dòng)名詞作賓語(yǔ)的動(dòng)詞和詞組：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.詞組, etc.
動(dòng)名詞和不定式均可作賓語(yǔ)的動(dòng)詞：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.
(This part can also be left as homework.)
Homework
Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
Period 6 Reading & Writing
Step 1 Warming up
The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).
Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.
Possible order: 1, 3, 2
Possible version:
One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.
Step 2 Pre-writing
Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.
Step 3 While-writing
Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.
1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.
2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.
3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.
Step 5 Post-writing
1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.
2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.
Homework
Write your story in your exercise books.
Find some more information about body language, and you may surf the Internet as follows:
http://www.wadsworth.com/
http://www.ivillage.co.uk/workcareer/survive/prodskills/articles/0,9545,156472_176844,00.html
http://www.uwm.edu/~ceil/career/jobs/body.htm
http://www.exp.ie/advice/bodylanguage.html
http://www.factmonster.com/ipka/A0769348.html
http://www.asperger-marriage.info/survguide/chapter5.html
http://www.scpzyz.net/unstu/sec.asp?o=1038
http://www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm
http://www.google.com
*補(bǔ)充材料
Interview techniques/Body signals