bodylanguage
教学目标
i.重点词汇：
manage;wave;nod;realize;agreement,disagreement;while,manners;communicate;makesb….;bodylanguage;oneanother;notall…
ii.日常交际用语：
1).请求
may/could/canidothat?
iwonderificandothat.
would/doyoumindificomeearlier?
willyoutellmeifcangonow?
2).允许
yes,please./ofcourse./sure./certainly.
goahead,please.
that’sallright./ok.
it’sallrighttome.
3).拒绝
i’msorry,butit’snotallowedhere.
you’dbetternot.
i’mafraidnot.it’snotright.
iii.语法：
复习动词不定式作宾语、定语、表语和状语。
教学建议
对话分析
thislessonistouseofferhelpandhowtoacceptandrefusehelp.whilethesslearnaboutthewayofexpressionfromthedialogue.givesomephrasestopractisehowtouseandgraspbettertheability.
课文分析
thistwomaterialsaboutbodylanguageandtrainthess'abilitiesofreadingandspeaking.thoughreadingthepassages,themainideaistohavedifferencebodylanguagesofthecountries.forexample;welcome,agreementanddisagreement,no,yes,happy,soon.meanwhilethetwopassagesofferthesstheopportunitytotalkaboutthebodylanguageofchina,britishandothercounties.
教学建议
theteachergivethessthequestionsboutthedialoguefirstly.forexample:ifyouneedsomehelp,howdoyouofferthemtohelp?soon.
theteacherhelpthesstolisteninordertounderstandwell,afterthatthessspeakandtalkeachotheraccordingthecontentofthedialogue.,sotheteacherorganizesomestudentstoplayaroleaboutoffers,ordivideafewgroupstodiscuss.finallytheteachersummarizetheusefulexpressionofthedialogue.
重点知识讲解
accept与receive的用法
1）accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。例如：
hecouldn'tacceptoursuggestionsbutourgifts.他们不能接受我们建议但接受了我们的礼品。
shewasverygladtoaccepttheinvitation.她非常愉快地接受了邀请。
2)receive也是作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。
hedidnotreceiveagoodeducationatuniversity.他没在大学受过良好教育。
ireceivedaninvitationtothepartyyesterday,butirefusedtoacceptit.昨天我接到一份参加晚会的邀请，但我拒绝了接受。
eachother与oneanother
这是两个在词义和用法上极为接近的短语。有些语法家认为：eachother只能用于两者之间；oneanother只能用于两者以上。但是，在现代英语的实际使用中，人们会发现：eachother也可用于“两者以上”；oneanother也可用于“两者之间”。
ithinkmusicisonewaypeoplecangettoknoweachotherbetter.
thehusbandandwifesatdownatthetablefacingoneanother.
eachother和oneanother可交互使用。但oneanother侧重两以上的互相；而eachother则侧重两人之间的互相较为常见。
managetodosth.和trytodosth.用法区别
trytodosth.意思是“尽力，设法去做某事”，结果如何，不得而知，而managetodosth.,则表示“设法做成了某事”
jimhadalotofhomework,buthemanagedtofinishitbeforebedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。
jimhadalotofhomework,buthesaidhewouldtrytofinishitbeforebedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完成。
manage还表示“经营，管理”的意思
shemanagedthehouseverywell.她把家管得很好。
whowillmanagethestorewhenyouareaway?你不在的时候谁来经营商店？
与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解
it'stooheavy,buticanmanageit.虽然它很重，但是我能搬动。
idon'tthinkwecanmanageahugefishlikethatjustbetweenthetwoofus.我看单是我们两个人吃不了这么大的.一条鱼。
ifyoucangetthematerial,wecanmanagethemoney.如果你们搞到了原料，资金我们能想办法。
all与not连用构成notall或all...not时，通常表达的是一种部分否定，而不是全部否定，因此，课文中的“notallbodylanguagemeansthesamethingindifferentcountries.”应当译成：“并非所有的身势语在不同的国家里都有相同的意思。”本句陈述了一个这样的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些身势语却有着不同的意思。因此，上述句子不可以理解成：“所有身势语在不同的国家都有着不同的意思。”
1)部分否定：
（1）notalltheboysinourclasslikefootball.我们班里的男生并不都喜欢踢足球。
（2）notallofthesongsarelikedbychildren.不是所有这些歌曲都让孩子们喜欢。
2)全部否定
（1）noneoftheboysinourclasslikesfootball.
或：noboysinourclasslikefootball.我们班的男生都不喜欢足球。
（2）noneofthesongsis/arelikedbychildren.这些歌都不能让孩子们喜欢。
介词with后面可接一个复合结构，即：介词with+宾语+宾语补足语。常在这一结构中充当宾语补足语的有：现在分词、过去分词、名词、形容词，副词等。
（1）with+宾语+现在分词
withanoldhunterleadingtheway,thesoldiersstartedtowardstheforest.由一位老猪人带路，士兵们朝着森林走去。
（2）with+宾语+过去分词
1）withtheproblemssolved,theyclosedthemeeting.随着问题的解决，他们结束了这次会议。
（3）with+宾语+形容词（或副词）
myfatherlikestosleepwithallthewindowopen.我父亲喜欢开着所有窗子睡觉。
tiananmensquarelooksevenmorebeautifulwithalllightson.所有的灯都亮着，天安门广场显得更加漂亮。
（4）with+宾语+不定式
withalotofworktodo,wehadtobebusyworkingdayandnight.有这么多的工作要做，我们只得日夜忙碌。
withmanythingstodealwith,ihavetostoplisteningtothelightmusic.有许多事要处理，我只好停止收听轻音乐。
（5）with+宾语+介词短语
shesawasmallriverwithgreengrassandredflowersonbothsides.她看到一条小河，两岸长满了红花绿草。
注意：“with+复合宾语”在句中既可以用作状语表示方式或伴随动作，又可以用作定语。
theteacherenteredtheclassroom,withabookinhishand.老师手里拿了一本书走进了教室。
theteacherwithabookinhishandisanewenglishteacher.手里拿着一本书的那位老师是一位新来的英语老师。
句型：itis/was+adj./n.+真正的主语
常用此句型的形容词有：clear,true,strange,obvious,(im)possible,(um)fortunate,good,funny,wonderful,(un)usual,pleasant,easy等；常用此句型的名词有：apity,awonder,one'sduty,amistake,nouse,nogood,awaste等。
真正的主语有三种：
1）用for或of引起的短语作不定式的逻辑主语,如forsb.todosth.或ofsb.todosth.
it'simportantforachinesetomasteraforeignlanguage.
it'simpoliteofyoutospitontheground.
2）在nouse,nogood,awasteof...useless等词后，常用v.-ing(短语)作真正的主语
it'snousetryingitagain.
3）由that或连接代（或副）词引导的从句作真正的主语
it'sstrangethatyoushouldallthinklikethat.
it'saproblemwhetherthemeetingwillbeheldtomorrow.
动词不定式的主要功能
（1）作主语：toseeonetimeisbetterthantohearahundredtimes.
注：不定式作主语时，常用it代替之作形式主语，而不定式移置句子后部，以保持句子的平衡。不定式（短语）用作主语时，其后的谓语的动词要用单数。
e.g.itisagreathonourforhimtobeinvitedtothebigparty.
（2）作表语：anurse'sdutyistolookafterpatients.
（3）作宾语：idon'tknowwhichonetobuy.
marxgavesomeadviceonhowtolearnaforeignlanguage.
（4）作定语：sheisalwaysthefirsttocomeandlasttoleavetheclassroom.
givemesomepapertowriteon,please.
注：不定式常作后置定语。不及物动词的不定式作定语，要加上适当的介词。
（5）作状语：thepupilsranovertowelcometheforeignguests.(表目的)
whathaveisaidtomakeyousosad?(表结果的)
thechildrenjumpedwithjoytoheartheexcitingnews.(表原因)
（6）作宾补：iwishyoutobehappyforever.
注：在watch,notice,see,lookat,observe,hear,listento,feel,let,make,have等感观和使役动词后的不定式复合结构中，不定式都不带to;在help后既可带to,亦可省to.
e.g.inthosedays,thelandlordmadethemworkdayandnight.
这种句子如果变成被动语态，需将to补回。
e.g.inthosedays,theyweremadetoworkdayandnight.
教学设计方案----lesson9
teachingaims
phases:manage,diningroom,typecomposition
oralexpression:
canihelpyou?
wouldyoulike….?
isthereanythingicandoforyou?
thanks/yes,please.
that’sverykind/niceofyou.
no,thanks.icanmanageitmyself.
that’sallright,thankyou.
no,thankyou.thanksforallyourhelp.
teachingaids
1.ataperecorder2.aprojector3.theblackboard
teachingprocedures
stepⅰleadingin
t:whatdowedoifwehavesomethingtotellothersorifwewanttolearnsomethingfromtheothers？
s:yes，weuseourlanguage
t:thatis，eitherspokenlanguageorwrittenlanguage．butactually，thereisanotherkindoflanguageanditisalsoveryimportant．doyouknowwhatitis？
s:yes，thatisit．thatisthebodylanguage．
t:canyoutellmesomethingaboutbodylanguage？forexample，ifyouagreewithwhatisaidjustnow，whatdoyoudo？andifyoudon’tagreewithwhatisaid，whatdoyoudo？
s:nodandshakehead
stepiilistening
1.theteachgivesomequestionsbeforelistening
1）dothespeakersknoweachother？howdoyouknow？
2）ifyouwanttorefusesomebody’sofferpolitely，whatwouldyousay？
2.playtherecorderoneortwice,pleasesomeoneanswertheabovequestions
key：1）no，theydon’t．oneistheorganizerofaconferenceandtheotherisaspeakerandthedialoguetakesplaceattheairport．
2）no，thankyou．thanksforallyourhelp．
stepiiireading
playtherecorderagain,thessfollowittwice.
stepⅳperforming
thetwostudentsmakeupofonegroup,theypractisethedialoguethreeorfiveminutes.theteacheraskseveralgroupstoperforminfrontoftheclass.
stepⅴlanguagepoints
theteacherdirectthessconcludethephasestooffersandresponsesofthedialogue.theteacherrequestthesstomasterandhandlethem.
stepⅵoralpractice
theteacherorganizetwostudentstobeonegroup.letthesstopractiseno.2ofpage9.
stepⅶpractise
thesscanchoseoneofthedialogue.afterafewminutes,theteacherasktwogroupstoperforminfrontoftheclass.
situation1：someonehasgotabrokenbicycle．heasksforyourhelp．andyouoffertorepairthisbicycle．
situation2：youoffertofixone’stvset．
situation3：youoffertocheckone’scomputer．
stepⅷconsolidation
1.doex1.p83.wb.gothroughthepicturesandthenaskthemtotalkaboutthepicturesorally.
2.doex2andex3inclass
stepⅸhomework
makeupadialogueandwriteitdownintheirexercisebooks.
教学设计方案lesson10
teachingaims
learnandmasterthefollowing
makeoneselfdone
accept…as
not…but…
kisssb.goodbye/hello
itis/was+adj./n.+inf.
with+compoundobject.
improvethess’abilityofreadingcomprehension
teachingdifficultpoints
somesentencesarehardtounderstand.
teachingmethods
question-and-answeractivitytohelpthesstogothroughwiththewholetext.
pairworkorgroupworktomakeeverystudentworkinclass.
fastreadingtofindoutthedetailedinformationaboutthetext.
teachingaids
1.ataperecorder
2.aprojector
3.theblackboard
teachingprocedures
stepⅰgreeting
greetthewholeclassasusual.
stepⅱrevision
asksomepairsofsstoactouttheirdialoguesofno.1onpage75.revisesomeexpressionsofofferingoracceptingorrefusinghelp.
stepⅲpreparationforreading
1.t:whatdowesayinenglishwhenwemeetsomeoneforthefirsttime?
ss:hello!/howdoyoudo?
t:whatelsecanwedo?
(teachermakesahandshakegesture.)
ss:wecanshakehands.
t:doyouknowwhatpeopledoinothercountrieswhentheymeetforthefirsttime?todaywearegoingto
readhowpeoplebehavewhentheymeetortalktoothers.
first,lookatthetitle.doyouknowthemeaningofbodylanguage?lookatme,please.(teacherbeginsto
silentlynod,shakehisorherhead,smile,frown,wavetotheclass.)
t:doyouunderstandbodylanguage?ok.let’slearnsomenewwordsinthislesson.
showthenewwordsinthislessononthescreen,andthengivethessbriefintroduction.(hereleftout.)
askthesstoreadthetextasquicklyaspossibleandtrytoanswerthefollowingquestion.
—howdothechineseandbritishhavesimilarbodylanguage?
—yes.
stepⅳreading
letthessreadthetextagain,thenanswersomedetailedquestionsinthetext.
showthequestionnaireonthescreen,askthemtoreadanddiscusstheminpairsorgroupstocompletethetask.
3.checktheanswerwiththewholeclass.
anddealwiththefollowing.
(1)shecouldn’tmakeherselfheard.
(2)icannotacceptyouasmyassistant.
(3)heisnotenglish,butamerican.
(4)theykissedgoodbyewhentheywentaway.shekissedhermotherhelloassoonasshegothome.
(5)itispossibletodotheexperimentinanotherway.
itisourdutytohelpthepoor.
(6)withaboyleadingtheway,theystartedtowardsthevillage.(adverbial)
theoldmanwithhiseyeslookingattheskycamefromshanghaiyesterday.(attributive)
stepⅴcomparison
t:nowweknowdifferentpeoplehavedifferentwaysofmakingcommunication?throughbodylanguage.andnotallthebodylanguagemeansthesamethingindifferentcultures.pleasereadthetextagain,thenfillintheblanksofthetable.
suggestedanswers(hereleftout.)
stepⅵworkbookandconsolidation
playthetapeandletthesslistentothetext.
dealwiththeexercisesofno.2-3onpage76.
stepⅶsumming-up
helpthesssumupwhattheyhavelearnedinthislesson.writethemontheblackboard.
stepⅷhomework
readthetextagainandlearntheabcofbodylanguagebyheart.
recordafterteaching
attachment
thedesignofthewriting
ontheblackboard
教学设计方案lesson11
teachingaims
learnandmasterthefollowing.
(1)keepaway
(2)acertain+n.
(3)makesb./sth.+adj.
improvethess’abilityofreadingcomprehension.
languagestudy—theinfinitive.
teachingdifficultpoints
theusagesoftheinfinitive
teachingmethods
question-and-answeractivitytohelpthesstogothroughwiththepassages.
pairworkorgroupworktomakeeverystudentworkinclass.
fastreadingtofindoutthedetailedinformationaboutthetext.
teachingaids
1.ataperecorder
2.aprojector
3.theblackboard
teachingprocedures
stepⅰgreeting
greetthewholeclassasusual.
stepⅱrevision
asksomestudentstoretellthecontentsofthereadingpassageinlesson10.
stepⅲpreparationforreading
t:yesterdaywelearnedsomethingaboutbodylanguage.todaywearegoingtoreadmoreaboutit.for
example,howclosepeoplestandwhentheyaretalkingtogether.isitgoodmannerstostandveryclosetoyourfriend?let’sreadandfindout.
showthenewwordsonthescreen,andgivebriefintroductiontothess.(hereomitted.)
askthesstoreadthetextasquicklyaspossibleandfindouttheanswertotheupperquestion.
stepⅳreading
askmorequestionsonthereadingpassage.letthessreadthepassageagainandanswerthequestions.
checktheanswerwiththewholeclass.anddealwiththefollowing.showthemonthescreen.
(1)keepaway,ori’llcallthepolice!
keepawayfromthathouse.thereisadangerousdogthere.
(2)thereisacertaindistancebetweenthevillageandthebusstation.
hemustbewaitingforyouatacertainplace.
(3)thislampmadetheroomaslightasday.
whathehaddonemadehisfatherangry.
stresstheusageoftheinfinitive.takethefirstsentenceofthetextforexample.“it”isformalsubject,
realsubjectisthecompoundstructureoftheinfinitive.
stepⅴpracticeandconsolidation
playthetapeandletthesslistencarefully.
showthepassage(no.1onpage77)onthescreenandletthessfillintheblanks.
dealwithpart2.teacherdoesoneortwosentencesorallyineachpartasanexample,thenletthess
workinpairs,makingupsuitablesentences.
suggestedsentences:
part1part2part3(hereomitted.)
stepⅵpracticeanddiscussion
dealwithpart3.firstgothroughtheexamplewiththewholeclass.thenletthessworkinpairs.inthe
endasksomepairstoactoutinfrontoftheclass.
suggesteddialogues:(hereomitted.)
dealwithpart4.takeitupinclassiftimepermits.
stepⅶworkbook
dealwithexercises2and3onpage77.
homework
readthetextagainandfinishofftheworkbookexercisesleft.
recordafterteaching
attachment
thedesignofthewriting
ontheblackboard
教学设计方案lesson12
teachingaims
reviewthegrammar—theinfinitive
dosomelistening.
dosomewriting.
teachingdifficultpoint
it’sdifficultforustotrainandimprovethess’abilityoflisteningcomprehension.
teachingmethods
listening-and-choiceactivitytohelpthestudentstogothroughwiththelisteningmaterial.
individualorpairworktotrainthess’writingability.
teachingaids
1.ataperecorder
2.aprojector
3.theblackboard
teachingprocedures
stepⅰgreeting
greetthewholeclassasusual.
stepⅱrevision
checkthehomeworkexercises
dealwithcheckpoint3.revisetheuseofinfinitiveinlesson11.showthefollowingonthescreenand
stresstheusagesoftheinfinitive.
grammar—theinfinitive
theydon’tliketobetooclosetooneanother.
theywillmovebacktokeepacertaindistanceaway.
wouldyoulikemetodosomethingforyou?
haveyougotanythingtosay?
itisapleasuretomeetyou.
wavingone’shandistosay“goodbye”.
idon’tknowhowtocommunicatewithforeigners.
stepⅲpreparationforlistening
t:listentomecarefully.i’mgoingtosay“hello”totwofriends.
(teachersays“hello”toafriendinaquietandflattone,andtoanotherinaloudandrise-falltone.)
t:nowyoucanguesswhichfriendihaven’tseenforalongtime.
ss:thesecondone.
t:howdoyouknow?
s:fromthewayyouspeak.
(thenteacherteachestheword“intonation”.afterthat,teachertellsthessthefollowing.)
t:yes.intonationisveryimportantinenglish.todaywearegoingtohearpeopletalkingaboutenglishandintonation.
stepⅳlistening
letthessclosebooks.listentothetapecarefully.afterthatletthemopenthebooks,turntopage133todothelisteningexercises.iftheyarenotsureaboutsomequestion.wecanplaythetapeagain.
stepⅴwriting
dealwithpart2.tellthesstofillinthegaps,writingonewordforeachgap.andtellthemthemethod.don’tstartfillinguntiltheyreadthewholepassage.
suggestedanswers:
1.customs2.which/that3.invited4.advice5.manners6.refuse7.by8.to9.polite10.good11.guests12.bottle13.box14.not15.not16.after17.day18.host
stepⅵdiscussionandwriting
dealwithpart3.firstbrieflyrevisethepointsaboutcustomsandhabitsinlesson10and11.
gothroughthetaskwiththessandletthemworkingroupsoffour.
asksomesstomakeareportoftheirgroupdiscussiontothewholeclass.collectideasonthe
blackboard.
dealwithpart4.askthesstousethenotesonthebbasabasisforthewritingexercise.tellthemthattheycanarrangetheirwritinginsections.
stepⅶworkbookandrevision
dealwiththeexercisesonpage78.
timepermitting,dotheexercisesonpage79.
homework
finishtheexercisesleft.
recordafterteaching
attachment
thedesignofthewriting
ontheblackboard
lesson12
grammar:theinfinitive
intonation
探究活动
1．playarole
ifyou'reastangertocomethiscity，butyouwanttovisityourfriendandknowhowtogettothehospital，howdoyouusebodylanguagetocommunicatewithothers?forexample,youmeetapoliceman,firstofallyoucanshakehandsorwavewithhim.youtouchyourstomachandshowyourpainfulfeelings,thenyousignthecrossinthefrontofhim.soon.asksomeonetoplayinfrontoftheclass.
2．discussion
inourcounty,howtogreetwhenwemeeteachother?differentageshavedifferentways.suchasoldmenandyoungmen,menandwomenpleasegivesomeexamplestotalkaboutthat.
expressanopinion
3．menkisseachother:insomeofthesecountries,suchasfrance,menwillusuallyonlykissmalemembersoftheirfamily.onveryformaloccasions,suchasaceremonyorameetingofnationalleaders,themenwillkiss.normally,thekissisoneachcheek.howdoyouthinkaboutthat?howtocomparethecustomsinchinaandfrance?
bodylanguage
