Body language

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