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Body language
教學目標
I.重點詞匯：
manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…
II.日常交際用語：
1).請求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2).允許
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3).拒絕
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.語法：
復習動詞不定式作賓語、定語、表語和狀語。
教學建議
對話分析
This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.
課文分析
This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.
教學建議
The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.
The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.
重點知識講解
accept與receive的用法
1）accept用作動詞，意為“接受”，指經(jīng)過考慮，由主觀意志來決定接受，動作者本身是主動的。例如：
He couldn't accept our suggestions but our gifts.他們不能接受我們建議但接受了我們的禮品。
She was very glad to accept the invitation.她非常愉快地接受了邀請。
2)receive也是作動詞，意為“接到”，指收到某物這一動作，本身有一定的被動性，不包含本身是否愿意接受的意思。
He did not receive a good education at university.他沒在大學受過良好教育。
I received an invitation to the party yesterday, but I refused to accept it.昨天我接到一份參加晚會的邀請，但我拒絕了接受。
each other與one another
這是兩個在詞義和用法上極為接近的短語。有些語法家認為：each other只能用于兩者之間；one another只能用于兩者以上。但是，在現(xiàn)代英語的實際使用中，人們會發(fā)現(xiàn)：each other也可用于“兩者以上”；one another也可用于“兩者之間”。
I think music is one way people can get to know each other better.
The husband and wife sat down at the table facing one another.
each other和one another可交互使用。但one another側重兩以上的互相；而each other則側重兩人之間的互相較為常見。
manage to do sth.和try to do sth. 用法區(qū)別
try to do sth. 意思是“盡力，設法去做某事”，結果如何，不得而知，而manage to do sth.,則表示“設法做成了某事”
Jim had a lot of homework, but he managed to finish it before bedtime.吉姆有很多家庭作業(yè) ，但終于在睡覺前完成了。
Jim had a lot of homework, but he said he would try to finish it before bedtime.吉姆有很多家庭作業(yè) ，他說他他將設法在睡覺前完成。
manage還表示“經(jīng)營，管理”的意思
She managed the house very well.她把家管得很好。
Who will manage the store when you are away? 你不在的時候誰來經(jīng)營商店？
與can或could連用，意為“能辦好某件難事”，口語中還可作“吃，渡過”解
It's too heavy, but I can manage it.雖然它很重，但是我能搬動。
I don't think we can manage a huge fish like that just between the two of us.我看單是我們兩個人吃不了這么大的一條魚。
If you can get the material, we can manage the money.如果你們搞到了原料，資金我們能想辦法。
all與not連用構成not all或all...not時，通常表達的是一種部分否定，而不是全部否定，因此，課文中的“Not all body language means the same thing in different countries.”應當譯成：“并非所有的身勢語在不同的國家里都有相同的意思。”本句陳述了一個這樣的事實：有些身勢語在不同的國家有著相同的意思；在有些國家有些身勢語卻有著不同的意思。因此，上述句子不可以理解成：“所有身勢語在不同的國家都有著不同的意思�！�
1) 部分否定：
（1）Not all the boys in our class like football.我們班里的男生并不都喜歡踢足球。
（2）Not all of the songs are liked by children.不是所有這些歌曲都讓孩子們喜歡。
2) 全部否定
（1）None of the boys in our class likes football.
或：No boys in our class like football. 我們班的男生都不喜歡足球。
（2）None of the songs is/are liked by children. 這些歌都不能讓孩子們喜歡。
介詞with后面可接一個復合結構，即：介詞with+賓語+賓語補足語。常在這一結構中充當賓語補足語的有：現(xiàn)在分詞、過去分詞、名詞、形容詞，副詞等。
（1）with+賓語+現(xiàn)在分詞
With an old hunter leading the way, the soldiers started towards the forest. 由一位老豬人帶路，士兵們朝著森林走去。
（2）with+賓語+過去分詞
1）With the problems solved, they closed the meeting. 隨著問題的解決，他們結束了這次會議。
（3）with+賓語+形容詞（或副詞）
My father likes to sleep with all the window open.我父親喜歡開著所有窗子睡覺。
Tian An Men Square looks even more beautiful with all lights on. 所有的燈都亮著，天安門廣場顯得更加漂亮。
（4）with + 賓語 + 不定式
With a lot of work to do, we had to be busy working day and night. 有這么多的工作要做，我們只得日夜忙碌。
With many things to deal with, I have to stop listening to the light music. 有許多事要處理，我只好停止收聽輕音樂。
（5）with + 賓語 +介詞短語
She saw a small river with green grass and red flowers on both sides. 她看到一條小河，兩岸長滿了紅花綠草。
注意：“with+復合賓語”在句中既可以用作狀語表示方式或伴隨動作，又可以用作定語。
The teacher entered the classroom, with a book in his hand. 老師手里拿了一本書走進了教室。
The teacher with a book in his hand is a new English teacher. 手里拿著一本書的那位老師是一位新來的英語老師。
句型：It is / was + adj. / n. +真正的主語
常用此句型的形容詞有：clear, true, strange, obvious, (im) possible, (um) fortunate, good, funny, wonderful, (un) usual, pleasant, easy等；常用此句型的名詞有：a pity, a wonder, one's duty, a mistake, no use, no good, a waste等。
真正的主語有三種：
1）用for或of引起的短語作不定式的邏輯主語,如for sb. to do sth. 或of sb. to do sth.
It's important for a Chinese to master a foreign language.
It's impolite of you to spit on the ground.
2）在no use, no good, a waste of...useless等詞后，常用v.-ing(短語)作真正的主語
It's no use trying it again.
3）由that或連接代（或副）詞引導的從句作真正的主語
It's strange that you should all think like that.
It's a problem whether the meeting will be held tomorrow.
動詞不定式的主要功能
（1）作主語：To see one time is better than to hear a hundred times.
注：不定式作主語時，常用it代替之作形式主語，而不定式移置句子后部，以保持句子的平衡。不定式（短語）用作主語時，其后的謂語的動詞要用單數(shù)。
e.g. It is a great honour for him to be invited to the big party.
（2）作表語：A nurse's duty is to look after patients.
（3）作賓語：I don't know which one to buy.
Marx gave some advice on how to learn a foreign language.
（4）作定語：She is always the first to come and last to leave the classroom.
Give me some paper to write on, please.
注：不定式常作后置定語。不及物動詞的不定式作定語，要加上適當?shù)慕樵~。
（5）作狀語：The pupils ran over to welcome the foreign guests. (表目的)
What have I said to make you so sad? (表結果的)
The children jumped with joy to hear the exciting news. (表原因)
（6）作賓補：I wish you to be happy forever.
注：在watch, notice, see, look at, observe, hear, listen to, feel, let, make, have等感觀和使役動詞后的不定式復合結構中，不定式都不帶to; 在help后既可帶to,亦可省to.
e.g. In those days, the landlord made them work day and night.
這種句子如果變成被動語態(tài)，需將to補回。
e.g. In those days, they were made to work day and night.
教學設計方案----Lesson 9
Teaching Aims
phases: manage, dining room, type composition
oral expression:
Can I help you?
Would you like….?
Is there anything I can do for you?
Thanks/ Yes, please.
That’s very kind/ nice of you.
No, thanks. I can manage it myself.
That’s all right, thank you.
No, thank you. Thanks for all your help.
Teaching Aids
1.a tape recorder 2.a projector 3.the blackboard
Teaching Procedures
StepⅠ Leading in
T: What do we do if we have something to tell others or if we want to learn something from the others？
S: Yes，we use our language
T: That is，either spoken language or written language．But actually，there is another kind of language and it is also very important．Do you know what it is？
S: Yes，that is it．That is the body language．
T: Can you tell me something about body language？For example，if you agree with what I said just now，what do you do？And if you don’t agree with what I said，what do you do？
S: Nod and shake head
Step II Listening
1.The teach give some questions before listening
1） Do the speakers know each other？How do you know？
2）If you want to refuse somebody’s offer politely，what would you say？
2.Play the recorder one or twice, please someone answer the above questions
Key：1）No，they don’t．One is the organizer of a conference and the other is a speaker and the dialogue takes place at the airport．
2）No，thank you．Thanks for all your help．
Step III Reading
Play the recorder again, the Ss follow it twice.
Step Ⅳ Performing
The two students make up of one group, they practise the dialogue three or five minutes. The teacher ask several groups to perform in front of the class.
StepⅤ Language points
The teacher direct the Ss conclude the phases to offers and responses of the dialogue. The teacher request the Ss to master and handle them.
StepⅥ Oral practice
The teacher organize two students to be one group. Let the Ss to practise No. 2 of Page 9.
StepⅦ Practise
The Ss can chose one of the dialogue. After a few minutes, the teacher ask two groups to perform in front of the class.
Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．
Situation 2：You offer to fix one’s TV set．
Situation 3：You offer to check one’s computer．
StepⅧ Consolidation
1.Do Ex1.P83. WB. Go through the pictures and then ask them to talk about the pictures orally.
2.Do Ex2 and Ex3 in Class
StepⅨ Homework
Make up a dialogue and write it down in their exercise books.
教學設計方案Lesson 10
Teaching Aims
Learn and master the following
make oneself done
accept…as
not…but…
kiss sb. goodbye/hello
It is/was+adj./n.+inf.
with+compound object.
Improve the Ss’ ability of reading comprehension
Teaching Difficult Points
Some sentences are hard to understand.
Teaching Methods
Question-and-answer activity to help the Ss to go through with the whole text.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
3.the blackboard
Teaching Procedures
StepⅠGreeting
Greet the whole class as usual.
Step Ⅱ Revision
Ask some pairs of Ss to act out their dialogues of No. 1 on Page 75. Revise some expressions of offering or accepting or refusing help.
Step Ⅲ Preparation for Reading
1.T: What do we say in English when we meet someone for the first time?
Ss: Hello!/How do you do?
T: What else can we do?
(Teacher makes a handshake gesture.)
Ss: We can shake hands.
T: Do you know what people do in other countries when they meet for the first time? Today we are going to
read how people behave when they meet or talk to others.
First, look at the title. Do you know the meaning of body language? Look at me, please.(Teacher begins to
silently nod, shake his or her head, smile, frown, wave to the class.)
T: Do you understand Body Language? OK. Let’s learn some new words in this lesson.
Show the new words in this lesson on the screen, and then give the Ss brief introduction.(Here left out.)
Ask the Ss to read the text as quickly as possible and try to answer the following question.
—How do the Chinese and British have similar body language?
—Yes.
Step Ⅳ Reading
Let the Ss read the text again, then answer some detailed questions in the text.
Show the questionnaire on the screen, ask them to read and discuss them in pairs or groups to complete the task.
3.Check the answer with the whole class.
And deal with the following.
(1)She couldn’t make herself heard.
(2)I cannot accept you as my assistant.
(3)He is not English, but American.
(4)They kissed goodbye when they went away. She kissed her mother hello as soon as she got home.
(5)It is possible to do the experiment in another way.
It is our duty to help the poor.
(6)With a boy leading the way, they started towards the village.(Adverbial)
The old man with his eyes looking at the sky came from Shanghai yesterday.(Attributive)
Step Ⅴ Comparison
T: Now we know different people have different ways of making communication? through body language. And not all the body language means the same thing in different cultures. Please read the text again, then fill in the blanks of the table.
Suggested Answers(Here left out.)
Step Ⅵ Workbook and consolidation
Play the tape and let the Ss listen to the text.
Deal with the exercises of No. 2-3 on Page 76.
Step Ⅶ Summing-up
Help the Ss sum up what they have learned in this lesson. Write them on the blackboard.
Step Ⅷ Homework
Read the text again and learn the ABC of Body Language by heart.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
教學設計方案Lesson 11
Teaching Aims
Learn and master the following.
(1) keep away
(2) a certain +n.
(3 )make sb./ sth. +adj.
Improve the Ss’ ability of reading comprehension.
Language study—the infinitive.
Teaching Difficult Points
the usages of the infinitive
Teaching Methods
Question-and-answer activity to help the Ss to go through with the passages.
Pair work or group work to make every student work in class.
Fast reading to find out the detailed information about the text.
Teaching Aids
1.a tape recorder
2.a projector
3.the blackboard
Teaching Procedures
StepⅠ Greeting
Greet the whole class as usual.
StepⅡ Revision
Ask some students to retell the contents of the reading passage in Lesson 10.
Step Ⅲ Preparation for reading
T: Yesterday we learned something about body language. Today we are going to read more about it. For
example, how close people stand when they are talking together. Is it good manners to stand very close to your friend? Let’s read and find out.
Show the new words on the screen, and give brief introduction to the Ss.(Here omitted.)
Ask the Ss to read the text as quickly as possible and find out the answer to the upper question.
Step Ⅳ Reading
Ask more questions on the reading passage. Let the Ss read the passage again and answer the questions.
Check the answer with the whole class. And deal with the following. Show them on the screen.
(1)Keep away, or I’ll call the police!
Keep away from that house. There is a dangerous dog there.
(2)There is a certain distance between the village and the bus station.
He must be waiting for you at a certain place.
(3)This lamp made the room as light as day.
What he had done made his father angry.
Stress the usage of the infinitive. Take the first sentence of the text for example. “It” is formal subject,
real subject is the compound structure of the infinitive.
Step Ⅴ Practice and Consolidation
Play the tape and let the Ss listen carefully.
Show the passage (No. 1 on Page 77) on the screen and let the Ss fill in the blanks.
Deal with Part 2. Teacher does one or two sentences orally in each part as an example, then let the Ss
work in pairs, making up suitable sentences.
Suggested Sentences:
Part 1 Part 2 Part 3 (Here omitted.)
Step Ⅵ Practice and Discussion
Deal with Part 3. First go through the example with the whole class. Then let the Ss work in pairs. In the
end ask some pairs to act out in front of the class.
Suggested dialogues:(Here omitted.)
Deal with Part 4. Take it up in class if time permits.
Step Ⅶ Workbook
Deal with exercises 2 and 3 on Page 77.
Homework
Read the text again and finish off the workbook exercises left.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
教學設計方案Lesson 12
Teaching Aims
Review the grammar—the infinitive
Do some listening.
Do some writing.
Teaching Difficult Point
It’s difficult for us to train and improve the Ss’ ability of listening comprehension.
Teaching Methods
Listening-and-choice activity to help the students to go through with the listening material.
Individual or pair work to train the Ss’ writing ability.
Teaching Aids
1.a tape recorder
2.a projector
3.the blackboard
Teaching Procedures
StepⅠ Greeting
Greet the whole class as usual.
Step Ⅱ Revision
Check the homework exercises
Deal with checkpoint 3. Revise the use of infinitive in Lesson 11. Show the following on the screen and
stress the usages of the infinitive.
Grammar—The Infinitive
They don’t like to be too close to one another.
They will move back to keep a certain distance away.
Would you like me to do something for you?
Have you got anything to say?
It is a pleasure to meet you.
Waving one’s hand is to say “Goodbye”.
I don’t know how to communicate with foreigners.
Step Ⅲ Preparation for listening
T: Listen to me carefully. I’m going to say “Hello” to two friends.
(Teacher says “Hello” to a friend in a quiet and flat tone, and to another in a loud and rise-fall tone.)
T :Now you can guess which friend I haven’t seen for a long time.
Ss: The second one.
T: How do you know?
S: From the way you speak.
(Then teacher teaches the word “intonation”. After that, teacher tells the Ss the following.)
T: Yes. Intonation is very important in English. Today we are going to hear people talking about English and intonation.
Step Ⅳ Listening
Let the Ss close books. Listen to the tape carefully. After that let them open the books, turn to Page 133 to do the listening exercises. If they are not sure about some question. We can play the tape again.
Step Ⅴ Writing
Deal with Part 2. Tell the Ss to fill in the gaps, writing one word for each gap. And tell them the method. Don’t start filling until they read the whole passage.
Suggested Answers:
1.customs 2.which/that 3.invited 4.advice 5.manners 6.refuse 7.by 8.to 9.polite 10.good 11.guests 12.bottle 13.box 14.not 15.not 16.after 17.day 18.host
Step Ⅵ Discussion and Writing
Deal with Part 3. First briefly revise the points about customs and habits in Lesson 10 and 11.
Go through the task with the Ss and let them work in groups of four.
Ask some Ss to make a report of their group discussion to the whole class. Collect ideas on the
Blackboard.
Deal with Part 4. Ask the Ss to use the notes on the Bb as a basis for the writing exercise. Tell them that they can arrange their writing in sections.
Step Ⅶ Workbook and Revision
Deal with the exercises on Page 78.
Time permitting, do the exercises on Page 79.
Homework
Finish the exercises left.
Record After Teaching
Attachment
The Design of the Writing
On the Blackboard
Lesson 12
Grammar: The Infinitive
intonation
探究活動
1．play a role
If you're a stanger to come this city，but you want to visit your friend and know how to get to the hospital，how do you use body language to communicate with others ? For example, you meet a police man, first of all you can shake hands or wave with him. You touch your stomach and show your painful feelings, then you sign the cross in the front of him. So on. Ask someone to play in front of the class.
2．Discussion
In our County ,how to greet when we meet each other ?Different ages have different ways. Such as old men and young men , men and women Please give some examples to talk about that.
Express an opinion
3．Men Kiss each other: In some of these countries, such as France, men will usually only kiss male members of their family. On very formal occasions, such as a ceremony or a meeting of national leaders, the men will kiss. Normally, the kiss is on each cheek. How do you think about that? How to compare the customs in China and France?
Body language
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