module4 unit4 body language全单元教案[下学期]

Unit 4 Body Language
Designed by Xu Suyue, Wang Yuhong, Mo Xiaoyan,
Jin Haiyan,Wang Sai Jun,Cai Danhong
I．Teaching aims and demands:
1.Skill goals:
What is body language
Cultural differences & intercultural communication
The –ing form as the attribute and the adverbial
Understand the meanings by watching the body language and show personal impressions
2.Function sentence patterns
A. Prohibition & warning
Do not smoke here Always stay... Do not sit here.
Watch out ! A car is coming! Be careful when.. Stop!
You may not... Don’t enter here Be quiet. Don’t slip.
B. Obligation
You/He must... You should never...
3.Vocabulary:
major local represent curious introduce approach touch check stranger spoken express action likely nod general avoid comedy misunderstand similar facial expression agreement yawn chest gesture adult punish
4.Grammar:
The –ing form as the attribute and the adverbial
II.The analysis of the teaching material:
1.Warming-up and reading:
The warming-up part will introduce to the students the idea of body language and the ways in which they can communicate without speaking. The reading passage introduces some examples of cultural body language in greeting people. Let the students know that public behavior is different in various cultures, and that although it may seem strange to them, all cultures should be respected. Students should know that there may be actions that they think are impolite or not respectful, but may be ordinary in other countries. They should also be aware that some Chinese body language and behaviour may be seen as impolite in other cultures.
2. Language & Structure
In this part, students will discover useful words and expressions and also learn useful structures---- the –ing form as the attribute ad the adverbial
3.Using language
The reading passage introduces the use of body language as the expression of personal emotions and reactions. Let the students learn to understand the personal body language of other people, and to know what their own is.
4. Listening & Speaking & Writing
The students are encouraged to image the scene as they are listening to the tape. After listening, students are encouraged to act it out with body language. The students are also expected to work with their partners and are encouraged to think creatively, and not just literally. They may think out as much advice as possible and write down some key things and discuss with their partners.
5. Workbook reading and practice
This passage gives the students a little history of the greeting gesture. The gesture varies from culture to culture but its history and purpose are common. The open hand in body language universally shows acceptance, willingness to listen, welcome, tolerance and good will.
III. Teaching arrangement
Period 1&2: Warming up & Reading
Period 3: Language & Structure
Period 4: Using Language
Period 5: Listening & Speaking & Writing
Period 6: Workbook reading and practice
Period1-2 Warming up and Reading
Teaching aims:
1. Get to know what is body language
2. Get to know cultural differences & intercultural communication
Warming up
1. Guessing games
a. What is in Yao Ming’s mind ( show some Yao Ming’s pictures)
b. What are they trying to tell us (show some gestures)
How are they expressing themselves (give some sentences)
2. Enjoy a piece of film
Qs: 1.Who is the funny man in the film
2. Do the actors say anything in the show
3. How do they express themselves
4. What do you call that
3. What is body language
4. a. Game: Choose a student to the front of the blackboard and bring out the meaning of some words by some postures.
b. finish the form in warming up on P.25.
Reading
First reading (fast reading):
Decide how many parts the passage can be divided into, and find out the main idea of each part.
Second reading (careful reading)
Part 1 (para.1)
1 . Who will be present at the meeting
2 . Why are people visiting China
Part 2 (para2&5)
a. Matching the people and their different ways of greeting
b. How do they behave when they meet people they know (p.27)
Part3 (para,6)
How can we understand “None of these actions is either good or bad”
Comprehending (p.26):
Question time
Explain some difficult sentences in this passage.
1.They will be meeting at a major hotel with local business people and people who represent the Chinese government.
2.Four people enter looking around in a curios way.
3.You do not want to disappoint your boss, and this is an exciting experience for you,…
4.You see her step back appearing surprised, and take a few steps away from Mr Garcia.
5.Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.
Sum up
Can we expect people everywhere to act the same Why Why do you think we need to study body language
Summary :
Body language varies from culture to culture. Not all members of all cultures behave the same way. We should try to grasp and respect each other’s culture in order to make good communication.
Retell the text by filling in the blanks
The first person who arrives is Mr. Garcia from Columbia, closely _________ by Julia Smith from Britain. When they are introduced to each other, Mr.Garcia approaches Ms Smith, _______ her shoulder and _______ her on the cheek . Ms Smith steps back appearing surprised. The visitor
from Japan comes in smiling at the same time as George Cook from Canada. As they are introduced, Mr. Cook _______ his hand out to the Japanese who ______ . His nose touches Mr. Cook’s moving hand, and they both _________.
These are examples of learned or cultural “body language”. Not all cultures ________ each other the same way, nor are they comfortable touching _________ or being too close or too far away. In the same way that people __________ with spoken language, they also __________ their feelings using unspoken “language” through keeping physical distance, actions or _________.
Language points.
1. They will be meeting at a major hotel with local business people and people who represent the Chinese government.
他们江会在大酒店与当地商人和代表中国政府的人们会面。
1) will be meeting 将要见面
will/shall be doing 表示“预料将要发生的动作”，在现代英语口语中用得很多，口气往往比较婉转、随便。
When will they be visiting us again
你什么时候再来看望我们？
I shall shortly be attending an international conference. 不久，我就要去参加一个国际会议了。
2) major adj. 较大的，主要的
The car needs major repairs. 这辆车需要大修。
n. 专业
Her major is linguistics. 她的专业是语言学。
vi. 主修，专攻
I major in biology. 我主修生物。
3) local adj. 本地的，地方的，地区的
Last Thursday he received a letter from the local police.
上星期二他接到了当地警察局的一封信。
be located in 坐落于… …
4) represent v. 代表(stand for)，象征，标志；作为示范；作 为… …的例子
These stones represent armies.
那些石头代表部队。
represent oneself as/to be 自称是
represent … as 把 … …描绘成（看作）… …
represent … to sb 向某人表示 … …
representative n. 代理人，代表 adj. 典型的，有代表性的
representation n. 表现，描写；代表，代理
2 Four people enter looking around in a curious way. 有四个人走了进来，好奇地四处张望。
1) looking around in a curious way 用作状语，表示enter的伴随状态。
She sat at the desk reading a newspaper.
她坐在桌子旁看报纸。
Tom went to school, taking a train.
Tom 坐火车去上学。
While reading the news paper, he nodded from time to time. 看报纸时，他不断地点头。
Not having received a reply, we wrote again.
没有受到回信，我们又写了一封。
2 Four people enter looking around in a curious way. 有四个人走了进来，好奇地四处张望。
1) looking around in a curious way 用作状语，表示enter的伴随状态。
She sat at the desk reading a newspaper.
她坐在桌子旁看报纸。
Tom went to school, taking a train.
Tom 坐火车去上学。
While reading the news paper, he nodded from time to time. 看报纸时，他不断地点头。
Not having received a reply, we wrote again.
没有受到回信，我们又写了一封。
2) curious adj. 富有好奇心的；有求知欲的；感兴趣的
Don’t be too curious about things you are not supposed to know.
不要对那些你不应该知道的事情太过于好奇。
The tourists were surrounded by the curious children. 游客被好奇的孩子们围起来了。
be curious about 对… …感到好奇
be curious to do 急于做/极想做
It is curious that … …很奇怪。
out of curiosity 出于好奇
in/with curiosity 好奇地
3. The first person who arrives is Mr Garcia form Columbia, closely followed by Julia Smith from Britain. 第一个到达的是来自Columbia的Mr Garcia, 来自Britain 的Julia Smith紧随其后。
closely adv. 接近地，紧紧地
He entered the room, closely followed by the rest of the family. 他走进房间，后面紧跟着他的家人。
closely 与close的区别
close adv. 紧紧地，接近地。强调空间距离近，相当于near; closely也有此意，但语气较强，相当于very near.
closely adv.常用来说明动作以怎样的方式进行。有比喻的用法。意为“亲密地，紧紧地，仔细地，严密地”
close to ＋n. 靠近，接近；将近
stand/sit/live close to +sb./sth 和某人/某物站得/坐得/住得近
4. You introduce them to each other, and are surprised by what you see.
你介绍他们彼此认识，却对你所看到的情景感到吃惊。
introduce sb./sth to sb. 向某人介绍某人/某物
introduce sth into/in spl. 把某物传人或引进某地方
introduction n. 介绍；介绍的内容；导言；引论
make an introduction/introductions to sb. 向某人介绍… …
I will introduce my best friend Tom to you.
我要把我最好的朋友Tom介绍给你。
Buddhism was introduced into China in about A.D. 67. 佛教大约在公元67年传人中国。
5. Mr Garcia approaches Ms Smith, touches her shoulder and kisses her on the cheek.
加西亚先生走近史密斯女士，摸了摸她的肩，亲了亲她的脸。
1)approach v. 走近；接近；临近
n.走近；临近；对待、处理的方式
Few actors approaches him in ability.
With the approach of Christmas the wather turned colder.
approach sb. on sth. 为某事与某人打交道
approach a problem from different angles 从不同的观点研究问题
at the approach of 在快到… …的时候
approach sb about/for sth 向某人要求某物
2) kiss sb. on the cheek 亲吻某人的面颊
The mother kissed her child on the cheek and said good-night.
母亲亲吻了孩子的脸颊，然后道了声晚安。
vt.+sb. in/on/by +the +身体部位
take/pull/grasp/seize/catch/hold/lead sb. by the ear/nose/ hand/arm/sleeve
hit/strike/touch/pat sb. in the face/eye/ stomach/ side/chest/
hit/strike/touch/pat sb. On the head/ shoulder/ nose/ neck/ back
6. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away.
不是所有人都是以相同的方式来互知致问候的。触摸陌生人、距离太近或者太远并不都会使人感到舒服。
1) not 与all, both, every, each 及含every 的合成词连用时，无论not位于这些词的前面还是后面，都构成部分否定，意为“并非所有的… …都… …”
表示全部否定，要用none, neither, no one, nothing或no等来表示或借用never, not…at all来进行全部否定。
I agree with most of what you said, but I don’t agree with everything.
2) not …nor…既不… …也不… …
They do not shake hands with women, nor are they likely to kiss women publicly.
他们既不与妇女握手，也不在公共场合亲吻他们。
3）nor 放在句首，该句子应用部分倒装语序，即把be动词、助动词或情态动词放在主语前面。
Not a single word did he say at the meeting last night.
昨天在会上他一句话也没说。
Never has he been to China.
他从来没有来过中国。
注：① 含有否定意义的副词置于句首。如:not, never, seldom, hardly, rarely, little等。
② 含有否定意义的连词置于句首。如：not only…but also, neither…nor…, no sooner…than…, hardly…when, scarcely…when…等。
③含有否定意义的介词短语置于句首。如：by no means, in no time, in no case, on no account, under no circumstances等。
④ neither, nor（表示否定）；so（表示肯定）置于句首，表示后面所说的情况与前面所说的情况相同。
7. People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them.
从西班牙、意大利或南美洲国家来的人近距离地接近对方，而且可能会（用身体）接触对方。
sb/sth is likely to do sth.
It’s likely that 从句
He’s very likely to be late for class.
他很有可能会迟到上课。
It is likely to rain tonight.
今晚可能要下雨。
likely/probable/possible 的区别
三者都可以表示“可能”
possible强调客观上有可能性，但也常常暗示“实际上希望很少”。It is possible for sb. to do sth.或 It is possible +that 从句。作表语时不能用人作主语。
probable主要用来指有根据、合情理、值得相信的事情，带有“大概，很可能”的意味，语气较possible强。It is probable +that从句。作表语时不用人或不定式作主语。
likely侧重从表面看，某物很有可能发生，与probable意思相近。即可用人也可用物作主语。It is likely +that从句. 或sb./sth be likely to do sth.不能说 It is likely for sb to do sth.
8. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well.
现在世界上多数人见面要握手互相问候，但是有些文化（背景下的人）会采取另外一些寒暄方式。
as well 同样，也，还
I am interested in painting and dancing as well.
我对绘画和跳舞都感兴趣。
It’s a big surprise for him as well as for her.
这对于他和她都是一个惊喜。
8. But Ahmed Aziz simply nods at the two women.
但艾哈迈迪·阿齐兹却只是向两位女士点头。
1) v. nod (to / at sb)
老师同意地点点头。
The teacher nodded in agreement
她从我身边走过时向我点头致意。
She nodded to me as she passed.
2) vt. nod sth (to sb)
他对我点点头表示欢迎。
He nodded a welcome to me.
3) n. act of nodding the head 点头
她走过时朝我点一下头。
She gave me a nod as she passed.
nod to do sth. 点头同意做某事
nod in agreement 点头表示同意
with a nod 点一下头
9. It is an interesting study and can help you avoid difficulty in communication.
这个研究很有趣，它能帮你避免交际中（可能出现）的困难。
avoid v. 逃避；避免；回避 avoidable adj.
avoid n./doing sth
I realized that we were all trying to avoid the topic.
我意识到我们都在尽力地避免这个话题。
类似avoid的及物动词有：advise, suggest, finish, practice, dislike, enjoy, consider, appreciate, imagine, excuse, miss, forbid, allow, permit, mind, escape等
Period 3 Using language
Teaching Aims:
1. get the students to use the-ing form as the adverbial and the attribute.
2. get the students t master the useful words and expressions learnt in the reading.
Teaching procedures:
Step 1 Revision
T: Morning, class. In the last lesson I assigned you to collect some information about body language in different cultures.
Who would like to have a try
S: Different cultures have different forms of behaviour by sending the same body signals. Nodding one’s head is generally meant to show agreement “yes”, but to Nepalese, Sri Lankans, some Indians and some Eskimos, it means not “Yes”, but”no”.
When an American rubs his nose, it may mean his disagreeing with someone or rejecting something.
......
Step 2 Useful words and expressions
T: You are expected to complete the exercises in Learning about language independently. Now let’s check the answers.
Step 3 Find sentences
Today we are going to learn the –ing form used as adverbial and attribute. First I’d like you to read the text again on Page25 and find out all the sentences with the –ing form.
(Then ask some students to read out the –ing form sentences.)
Step 4 Structure study
First, let’s learn the v.-ing form as the attribute. It means that the v.-ing form is used as the adjective to modify a noun.
现在分词作定语，当分词单独做定语时，放在所修饰的名词前,说明其修饰名词的性质或特征,表示供作...之用”和...的”.
a walking stick a stick used for walking
drinking water water for drinking
a waiting room a room for waiting
working people the rising sun
动词 -ing 形式是短语，应放在所修饰的名词后，相当于一个定语从句。
They are visitors coming from several countries. who come from several countries.
Three days later I received a letter offering me the job. which offered me the job.
The girl standing there (who stands there ) is my classmate.
Practice:
(1) ____ dogs seldom bite.
A. Bark B. To bark C. Barked D. Barking
(2) The wolf spoke in a _____ voice and Mr. Dongguo felt______.
A. frightening; frightened
B. frightened; frightened
C. frighten; frightening
D. frightening; frightening
(3) It’s pleasure to watch the face of a ____ baby.
A. asleep B. sleep C. sleeping D. slept
(4) The ____ buildings showed us that an earthquake was coming.
A. shaking B. shook C. shaken D. shake
5. When the first settlers arrived in the New World, the Indians __________ jewellerly made of animal bones greeted them warmly.
A. wearing B. to wear C. worn D. having worn
6.The hotel ___________ now beside the park was designed by a group of young men.
A. to be built B .being built C .built D. building
7.Do you know the boy _______there talking to your sister
A. to be standing B. stood C. being standing D. standing
现在分词作状语:
现在分词作状语时，分词的逻辑主语必须是句子的主语，分词必须和句中的主语含有逻辑上的主谓关系，否则不能用现在分词作状语。但要注意它地各种形式变化：
主动形式 被动形式
一般式 V-ing being V-ed
完成式 having V-ed having been V-ed
Eg. Hearing the bell, the students began to enter the classroom. 听见铃声，学生们开始走进教室。（听见和进入两个动作同时发生）
The building being built now is our new library. 现在正在建造地 这栋楼房室我们地 新图书馆（being built为现在分词的被动形式，表示动作正在进行之中。）
Having done the work, he went home. 完成了工作，他就回家了。
现在分词在句中作状语，修饰谓语动词或整个句子，表示动作发生的原因、时间、方式、结果、条件、伴随状况等。现在分词一般不用作表目的地状语（通常用不定式表目的地状语）。
1）表时间状语
Walking in the street, I came across an old friend of mine.
(=When I was walking in the street, I came across an old friend of mine.)
While waiting for the bus, he read a copy of China Daily.
(=While waiting for the bus, he read a copy of China Daily.)
2) 表原因状语
Being ill, he didn’t go to school.(=as he was ill, he didn’t go to school
既然你是一个学生，你就应该努力学习。
Being a student, you should study hard.(=Since you are a student, you should study hard.）
由于想到它或许在家，所以我就给他打了电话。
Thinking he might be at home, I called him.(As I thought he might be at home, I called him.)
3)表方式、伴随情况的状语 ：作伴随状语的分词表示的动作，必须是主语的一个 动作，或是与谓语所表示地动作（或状态）同时发生，或是对谓语表示的动词（或状态）作进一步地补充说明。
Eg. He sat on the sofa, watching TV.(=He sat on the sofa, and watched TV.)
他们笑着谈着走进了教室。
Laughing and talking they went into the classroom.
他斜靠(lean)着墙站着。
He stood leaning against the wall.(＝He stood and leaned against the wall.)
4) 表结果
Eg. Her mother died in 1990, leaving her with her younger brother.
(=Her mother died in 1990, and left her with her younger brother.)
全国到处在传唱这首歌曲，使它成了一首最受欢迎地歌曲。
The song is sung all over the country, making it the most popular song。
5)表条件
Using your head, you will find a way. (=If you use your head, you will find a way.)
一直往前走，你就会看到一座白色地房子。
Walking ahead, you will see a white house
(6)与逻辑主语构成独立主格：
　I waiting for the bus, a bird fell on my heard．
　我等汽车时，一只鸟落到我头上。
　All the tickets having been sold out, they went away disappointedly.
　所有的票已经卖光了，他们失望地离开了。
　Time permitting, we'll do another two exercises.
如果时间允许，我们将做另两个练习
有时也可用with (without) +名词（代词宾格）+分词形式
　With the lights burning, he fell asleep. 他点着灯睡着了。
(7)作独立成分：
　Judging from(by) his appearance, he must be an actor.
　从外表看，他一定是个演员。
Practice:
(1) They set out ____ for the ____ boy.
A. searching; losing B. searching; lost
C. to search; lost D. searched; losing
(2) The student sat there, ____ what to do.
A. doesn’t knowing B. didn’t knowing
C. not know D. not knowing
现在分词的否定式是在一般式和完成式的前面加not (never)
(3)He sat there _____ , with his head on his hand.
A. and think B. thinking
C. thought D. being thought
(4) The ____ Prime Minister expressed his satisfaction with his talks, ___ that he had enjoyed his stay here.
A. visiting; add B. visited; adding
C. visiting; adding D. visited; added
5.In winter steam can be seen ______from wet clothes ______
near a fire.
A. rising, hanging B. rising , to hang
C. rise, hanging D. to rise, to hang
6.I couldn’t do my homework with all that noise ________.
A. going on B. goes on C. went on D. to go on
7.Yesterday Professor Li received a letter from one of his friends,
_________ him to write an article, and he accepted.
A. having invited B. invited C. to be invited D. inviting
8. Finding her car stolen, ____________________________.
A. a policeman was asked to help
B. the area was searched thoroughly
C. it was looked for everywhere
D. she hurried to a policeman for help
9._____________, the boy couldn’t enter his house.
A. Since the key has lost B. The key been lost
C. Lost the key D. Having lost the key
高考链接
1.The secretary worked late into the night, _____a long speech for the president.(MET91)
A. To prepare B. preparing C. prepared D. was preparing
2.European foot ball is played in 80 countries, ______ it the most popular sport in the world.(NMET 98)
A. Making B. makes C. made D. to make
3. “Can’t you read ” Mary said _______ to the notice. (MET93)
A. angrily pointing B. and point angrily
C. angrily point D. and angrily pointing
4. ____ a reply, he decided to write again.(MET92)
A. Not receiving B. Receiving not C. Not having received D. Having not received
5.______ his telephone number, she had some difficulty getting in touch with Bill.(上海91年题)
A. Not knowing B. knowing not
C. Not having known D. Having not known
6.While watching television, ___________. (NMET 2005)
A. the doorbell rang B. the doorbell rings
C. we heard the doorbell ring D. we heard the doorbell rings
7. _______ the programme, they have to stay there for
another two weeks.(2004.广东）
A. Not completing B. Not completed
C. Not having completed D. Having not completed
8. “You can’t catch me!” Janet shouted, ____ away. (NEMT 2005)
A. run B. running C. to run D. ran
9. “We can’t go out in this weather,” said Bob, _______out of
the window. (NMET 2004)
A. looking B. to look C. looked D. having been looked
10. The storm left, ____a lot of damage to this area. (NEMT 2005)
A. caused B. to have caused C. to cause D. having caused
Step 5 Summary and Homework
Today we have gone over the important words and expressions in this unit. And we have got a clear idea about the –ing form as the attribute and adverbial. I hope you’ll review what you have learnt after class.
Homework: Finish the Ex. 3 and the exercises of Using structures on Page 64.
Period 4 Reading (II) Showing our feelings
Teaching aims
a. Get to know the use of body language as the expression of personal emotion and reactions.
b. Get to know the use of some words &expressions &V-ing form.
Step 1 Lead in
Q1: When somebody is tired / full / angry , usually what gestures we will do
a. press palms/rest your head on it / eyes closed
b. move hand in circle
c. pat stomach
Q2: Can you figure out the meanings of the following gestures in the following countries
a. eye contact------usually show interest, sometimes be rude or disrespectful .
b. OK------ Japan (money ) / France (zero ) / Brazil, Germany (rudeness)
c. thumbs up------- USA (great / good job)/ Nigeria ( rude )/ Germany, Japan (the number one)
Q3: Can you make the following gestures ( well-done , OK , victory , stop , quiet)
Step 2 Pre-reading
1. T: Q: In what kind of ways can we show our feelings such as excitement
Ss: Two ways : Spoken language / Unspoken language.
2. Skimming
Divide the text into three parts and match the main idea with each part.
Part 1 (Para 1) Body language is sometimes more important than spoken language.
Part 2 (Para 2-Para6) Examples of some body language.
Part 3 (Para 7-Para8) There are differences in body language, and it’s important for us to know them.
Step 3 Listening
1. Play the tape for the students to listen .
2. Get the students to tell whether the following sentences are true or false.
F 1) Body language is never as important as spoken language.
T 2) If you are angry at a person, you might turn your back to him or her.
F 3) You can threaten a person by refusing to speak.
F 4) If you stand with your arms across your body, you are always protecting yourself from being physically attacked.
T 5) If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.
T 6) You should not greet your new boss by giving her or him a hug.
F 7) Body language is the same all over the world.
T 8) Most people can understand each other if they try.
Step 4 Careful reading
T: Read the passage carefully and try to find out similar body language ( Task 1 )
1. frowning or turning one’s back to someone ------- to show anger
2. closing one’s hand and shaking it at someone ------ to threaten that person
3. nodding the head up and down ------- to show agreement
4. shaking the head ----- to show disagreement or refusal
5. looking away from a person or yawning ------- to show no interest to the person
6. standing, holding your arms across your chest------ to protect yourself from an unwanted conversation
7. sitting, looking at and turning towards the person you are talking to------ to show you are interested
8. rolling your eyes and turn your head away------ to show you do not believe what you hear or you do not like it
(Task 2 ) Find out different body language.
1.children’s looking directly at an adult in Asia and South America------ not good behavior
2.children’s not looking directly at the teacher in North America------ to get punishment from their teachers because they think the children are not telling the truth
(Task 3) Give some examples to show the misunderstanding between people.
1. a smile
2. standing too close to your boss or teacher--- sometimes not acceptable
3. a hug to your boss or teacher ------ probably not a good idea to show respect
(Task 4 ) What are Universal gestures
Smile-----A smile usually intends to put people at ease.
If someone “loses face” they may smile to hide it
A smile can hide other feelings, such as anger, fear or worry.
A smile does not always mean that one is happy.
( Task 5 ) Answer the following questions.
1) Tell us what’s the function of Body language
Showing all kinds of feelings, wishes and attitudes.
2) How do you understand “smile”
Facial expression, happy , hiding other feelings, like anger, fear or worry.
3) Cultures are different in different parts of the world. So find out an example in the passage.
Look at somebody directly or not
4) There are many phrases about “Body language”. Find them out and give the correct explanation in English , then try your best to act them out.
生某人的气, 威胁某人, 以笑掩饰“丢脸”, 对某人不感兴趣, 保护自己或躲开谈话, 不相信听到的话或不喜欢听到的事情.
Step 5 Discussion
Think over the questions below and discuss it with your partners. Make notes during your discussion.
1. How can we know others’ feelings, even if they don’t speak
2. Give us an example of a person whose “Body language” is very important in your mind. Tell us your reasons.
Step 6 Language points
1. similar adj. 类似的，相似的 similarity n. 相似，类似 similarly adv. 相似地 be similar to… 与……相似，类似于
Eg: We have similar taste in music. 我们在音乐方面的爱好相近。
My opinion is similar to yours. 我的想法与你的类似。
2. intend （plan, mean to do） 打算， 想要， 企图
(1)I __________ use the facial expression to show my satisfaction. 一般人作主语
(2) The facial expression ___________ show my satisfaction. 一般物作主语
(3). The book ____________ teachers. 这种书是给老师（设计的）
(4).They ___________ the plan should be put into practice within the year.
他们打算在本年内实行该计划。
3. You should not stand too close to him or her and should stand with your hands a little open to show that you are willing to listen.
eg. a. 他习惯于开着门睡觉。He is used to sleeping with the door open.
b. 我不能去度假，因为有很多东西等着我处理。
With so many things to deal with, I can’t go on holiday.
c. 他没有关灯就离开教室啦。He left the classroom with the light on.
4. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do.
eg. a. 事实证明我们都误解他啦。The fact proves that we were all wrong about him.
b. 他如果那样想，就很正常啦。It was natural that he should think so.
c. 如果女孩这么早结婚会令人很吃惊的。It is really a surprising thing that the girl marry so early.
Homework : Finish off the workbook exercises.
Period 5 Listening, Speaking and Writing
Teaching aims:
Language:
Students get to know some of the structures to give prohibition and warnings and express one’s obligation.
Ability:
1. Students increase their listening, speaking and writing ablity.
2. Students can express some kinds of the body languages.
Emotion:
1. Students get to describe some of body languages
2. Students get to learn that their own emotional states can be understood and misunderstood through their body language
Teaching Important points:
1. Students can understand the story of Lin Pu after listening.
2. Students realize how to describe body language and give advice to sb. in a letter.
Teaching Difficult points:
Students make a dialogue and act out the situation after listening to the story twice.
Teaching Aids: CAI and a tape recorder.
Teaching Procedures:
Step Ⅰ Warming up (Let’s do) 2 m
T : Good morning, boys and girls.
Ss: Good morning, Miss.
T : Sit down, please.
T : To begin today’s class, first of all , I’d like you to play a game. From this moment , you are no longer students, but actors. Now please look at the blackboard, act according to the orders, and see, who is the annual best actor.
1. Thumbs up! 2. Make a face! 3. Cup your ear!
4. Thumbs down! 5. Bite your nails! 6. Holding up your head!
7. Touching your stomach! 8. A smile and a handshake!
9. Keeping your fingers crossed!
Step Ⅱ Listening
1). Pre-listening 3m
T : Well done! After doing those physical exercises, now let’s move to something quiet. Let’s enjoy some of the pictures. What can we see in the pictures
Ss: Some faces.
T : What do these facial expressions suggest Or what information can you get from these facial expressions What do they have in common
S1: I think all of them are not natural.
T : Good. That is to say, they are embarrassed. Have you ever experienced such kind of situation where you are embarrassed Please show me some examples
S2: ……
S3: ……
T : Thank you for sharing your own experience with all of us. In a word, if you are embarrassed, you don’t know what to do. You really meet a big problem, and you are puzzled. And now, let’s come back to our textbook. Please look at the title of the listening part, “to drive or not to drive”. What information can you get from the title
S4: Maybe a person doesn’t know whether he should drive or not to drive.
S5:…...
T : Yes, maybe. In order to help you imagine, here, please look at the picture, and think it over what may happen to Lin Pu in the story.
2). While-listening 15m
T : In fact, if you are careful enough, you will find the pictures are in disorder. So now let’s listen to the tape and find out the correct order of these pictures and see, what is the story like.
(after listening for the first time)
T : What is your answer
Ss: 213465
T : Great, that’s correct. Now let’s listen to the tape once again, and try to fill in the blanks in the dialogue on the screen. While listening, please remember to pay attention to the following aspects: What Lin Pu says and does; What the cyclist says and does; and what the policeman says and does.
( Listen for the second time, pause if necessary.)
Listening material:
Lin Pu has just got his driver’s licence. He has a car too, but he isn’t too happy with it .It is an old car that he bought from his brother-in-law, who smiled happily when Lin Pu paid him.
He is driving for the first time in the city, and is very nervous. Taxis are going in every direction. The bicycle riders are not looking at him, and he is beginning to think that he shouldn’t have bought the car. Suddenly, the traffic light turns red. He can’t stop in time and turns his left to avoid hitting the car in front of him. Crash! He hits a bicycle and knocks over a basket full of apples. And there is a policeman, walking toward him.
C – Cyclist P– Policeman L– Lin Pu
Cyclist: Look what you did! All my apples are on the road! What am I going to sell in the market You must pay me for them!
Policeman: Well, what’s the matter here Don’t you know you can’t be in two places at once Stay in your lane! Watch the traffic! Pay attention to the lights, and stop when you are apposed to! Where do you think you are going You’ll have pay a fine for this.
Lin Pu: I’m sorry. I didn’t see this man. I was trying not to hit the car in front of me. I just got my licence and I’m not used to driving in the city.
Cyclist: I don’t care if you are used or not! What are you going to do about my apples (to the policeman) Can’t you make him pay me
Policeman: I can make him pay a fine. I hope you didn’t pay much for this car. You would be able to buy a better car with the money you will pay for your fine.
Lin Pu: I don’t have any money. I spent all my money on my car. What can I do
Cyclist: You can pick up my apples.
Policeman : You can sell the car--- if you can find somebody to buy it. You have to pay this fine by the end of the month.
Lin Pu: Oh, dear! Why did I ever want a car
(During the pause, we can ask the following questions to check if the Ss
have understand the material.
1. From whom did Lin Pu buy the car What kind of car is it
2. Is Lin Pu confident on the road
3. Why did the accident happen How did it happen
4. What was the cyclist going to do
5. What should Lin Pu do for the accident )
Step Ⅲ Speaking 13m
T : Just now, we have listened to the whole story of the accedent. I believe you have known this story well. Imagine, if you are one of the members of the story, and you want to tell more people about this accident, so they would be more careful on the road, your task is to act the accident out. Work in groups of three and use some verb phrases or sentences to describe each picture. Be prepared to act it out using spoken language as well as body language. The following words may help you. I will give you 3 minutes to prepare, then some of you will be invited to come to the front to perform.
( You may not… Always stay… He must … Be careful when …
You must… Never… / Do not … Watch out … You should never … )
( 3 minutes later)
T : Ok, time is up. The hero in our story is Lin Pu, he bought a car from his brother-in-law. So scene one must be something happened between Lin Pu and his brother-in-law. I told you that you have to act it out, so besides words you have to use some body language if necessary. Can you imagine some body language between them
S1: Because they are selling sth. And buying sth, so I think one will give money to the other.
T : Good, any more
S2 : …. S3 : …. S3 : ….
T : Are you ready OK, … and … you two, will you come to the front “To drive or not to drive”, scene 1, action!
T : So Lin Pu happily drove his car on the road. Can you guess his feeling in the car
S1: Maybe he is excited. S2: Maybe he is worried!
T : That’s right, so what will he do in his car
S1: He may nervously look around. S2: … S3 : ….
T : So let’s welcome, scene 2, action!
T : But in fact, a certain person is riding a bike nearby. As you can imagine, an accident happened! scene 3, action!
T : When an accident happened, usually what will happen first
Ss : quarrel.
T : Yes, let’s see, how will they quarrel! scene 4, action!
T : Of course, we won’t let the quarrel last long. Policeman will usually appear in time. scene 5, action!
T : Good actors! Anyhow, I hope next time, when you are on the road, you should be more careful!
Step Ⅳ Writing
1). Pre-writing 4m
T : During the story of Lin Pu, and your roll play we can see clearly that sometimes, we have to use body language to help us express our emotions. There are many kinds of body languages, but if we want to classify them into two kinds, then we will get body language expressions showing positive and negative feelings. In short, we have positive body language and negative body language.
T : If you use use a positive body language, others may think that you are happy, and maybe you are kind and friendly to others. Can you make a list of the positive body languages
S1: I think smiling is a way.
T : Excellent, any different answers
S2: How about nodding
T : That’s right. That is to say, you agree with the other people.
S3: ……
T : Just opposite to the positive body language, negative body language just shows that you are not satisfied with sb. and act in a way that makes the other people feel uncomfortable. Can you show me some examples
S4: … S5: ……
(Holding your arms across your chest; Rolling your eyes and turning your head away; Closing your hand and shaking it at someone)
T : So body language is a way to judge whether a person is normal or not. Now turn to page 32, writing part, read part 1. Then discuss with your partner the following questions.
1. What’s wrong with Lin Pei 2. What are her strange behaviors
3. Why her behaviors worry you 4. Why did she act in that way
5. Why is body language important 6. What is your advice for her
T : Now let’t invite some pairs to show their answers.
2) While-writing 5m
T : So, in order to help Lin Pei, I think a good way is to write a letter to her. How to write the letter
Dear______,
Express your worry and the present situation
Letter body (describe her body language and explain why it worries you.)
Ending sentences(some advice and encouragement)
Yours truly,
3) After-writing 2m
T : After you write the letter, you should check it and see, if it is a good writing. But what makes a good writing
(A purpose ; Some ideas; Some structures; High-level sentences; Clear steps; Some conjunctions; A summary; Good handwriting)
T: If you pay attention to all those aspects in your writing, your writing will be rather good.
Step Ⅴ Sum up and homework 1m
T : Today we get to know the importance of the body language. In face, body language plays and important role in our daily life, it helps us express our emotions. We can not only get information from words, but also from the body language. Today’s homework: finish the writing. And write down five different kinds of body language used in our daily life.
Period 6 Workbook reading and practice
the Open Hand- - -A Universal Sign
Lead- in:Look at the pictures below and think:
Q: In what situation do they shake hands
Listen to the tape
This information was found in the notes left by an anthropologist. Arrange and organize it so that it can be used to write a summary.
1. It can be
2. Many Asian People
3. If we show an open hand
4. The right hand
5. People shake their hands
6. To show respect
is usually used
dangerous for you
do not usually
Muslim people
it means that
when meeting people
physically touch
will touch their heart and mouth
because it is almost always
to meet people
to show that
we are not holding
they can be trusted.
strangers.
anything dangerous.
the stronger.
when greeting someone.
you do not know.
Possible answers:
1.It can be dangerous for you to meet
people you do not know.
2 Many Asian people do not usually physically
touch strangers.
3. If we show an open hand, it means that
we are not holding anything dangerous.
4. The right hand is usually used because it is almost always the stronger.
5. People shake their hands when meeting people to show that they can be trusted.
6. To show respect Muslim people will touch their heart and mouth when greeting someone.
Discussion:
You are meeting a British friend at the airport, and you are going to hug him.
Q: What will happen
Difficult point:
What if we don’t know who the new person is
What if … 倘使…将会怎样？

Translate the following sentences:
a.如果他们不来，怎么办呢？What if they do not come
b.倘使我们不能按时到达，将会这样？
What if we can’t get there on time
c.如果我们在不熟悉的地方碰到陌生人，那该怎么办？
What if we are meeting a stranger in an
unfamiliar place
Check the translation: Ex 3 WB.
1.当你走近一个人的时候，你的面部表情会表现出你是否友好。（approach;facial;expression）
When you approach someone,your facial expression show if you are friendly.
2.我对他们在舞台上怎样演出喜剧感到非常好奇。 (curious;comedy;represent)
I am very curious about how they represent the comedy on the stage.
3.他们很可能产生了误会，而且在这个问题上也不会达成一致。（likely to; misunderstand; agreement）
They are likely to misunderstand each other, and can’t reach an agreement about the matter
4.我惊讶地发现这两种相似的手势表达了如此不同的意见。（similar;gesture;express）
I am astonished at how the two similar gestures expressed such different meanings.
5. 一般说来，人们愿意坐火车而不坐飞机以避过大的开销。（ in general; avoid）
In general,people would rather take a train than take a plane to avoid spending so much on travel.