Unit 4　Body language教案教学设计精品09（人教版高中英语必修四)13页

Unit4BodyLanguageI教学内容分析本单元的中心话题是“身体语言”。身体语言的交流在不同的文化中所蕴涵的意义是不一样的。这样，人们在互相交际时，就会出现这样或那样的问题或障碍。本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。WarmingUp部分由两部分组成。练习1通过让学生讨论四幅照片交流对日常交际的看法。然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。Pre-reading部分设计了四个问题。这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。Reading部分描写了作者在机场迎接外国客人的场景。这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。LearningaboutLanguage包括词汇和语法两部分。词汇部分含有三个练习：从1至3分别为猜词义、用词填空。语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。UsingLanguage该部分包括四大块：阅读与交谈、写作、听写说和说写。在这一部分学生的各项知识和技能得到了充分的提高。阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。最后一部分让学生在生活中应用所学的知识：看到LinPei的反常行为后，先向另一个朋友描述其举止（以对话的形式）；然后建议LinPei讲出心事（以写信的形式展开）。LearningTip指导学生如何更好地掌握理解身体语言——看英语版的电影或与母语是英语的外国人交谈。II．教学重点和难点1．教学重点(1)本单元教学目的和要求中的生词和短语;(2)掌握动词的-ing形式的句法功能;(3)学会与人或动物进行身体语的交流。教学难点：(1)培养学生的跨文化交流的心理素质，成为具有跨文化交流能力的现代人;(2)动词-ing作为定语和状语的辨别;(3)重点词汇的运用。III．教学计划本单元建议分六课时：第一课时：Warming-up,Listening(Workbook)&Talking(Workbook)第二课时：Pre-reading,Reading&Comprehension第三课时：LearningaboutLanguage 第四课时：UsingLanguage第五课时：Listeningtask(Workbook)&Speakingtask(Workbook)第六课时：Readingtask(Workbook)&Writingtask(Workbook)IV.教学步骤：Period1WarmingUp,Listening（Workbook）&Talking(Workbook)TeachingGoals:1.TogetSstoknowsomethingaboutbodylanguage.2.ToencourageSstolearntoexpressthemselvesbybodylanguage.TeachingProcedures:Step1.Leading-inPurpose:ByshowingSsafewpicturesofbodylanguage,askSstoguessthefeelingeachpicturecanconvey.LeadSstothetopicofthisunit.Teachermaysay,“Allofthepicturesshowmanydifference.Canyoutelltheotherswhateachpictureshows?Aretheseactionskindoflanguage?Canwecommunicatewithapersonwhocan’tspeakorapersonwhoselanguageisdifferentfromyours?”AskSstogivetheirexplanationforalltheabovepicturesinordertoarousetheirinterestinthetopic—bodylanguage.Step2.WarmingUpPurpose:TointroducethetopicofthisunittoSsintheformofdiscussion.1.AsksomeSsthefollowingquestions.lIfyouarepainful,whatexpressionwillyouhaveonyourface?lIfyouareveryangry,howwillyoushowthefeeling?lIfyouwanttoshow“Bequiet!”,whatwillyoudowithoutspeaking?l…2.AskSstopresenttheactionstotheirdeskmates.Thepartcanbedonelikethis:StudentsAcansaymeaningsandStudentBactsthemout.Thentheycandointurn..Conclusion:Wecancommunicatewithpeopleevenifwedon’tusewordsorvoice.Bodylanguageispartoflanguagewhichsometimescanconveymoreemotionsthanwords.Butsometimesbodylanguagemaycausetroublebecausedifferentcultureshavedifferentbodylanguageorevenifthesamebodylanguagemaymeancontrariwise.Soitisanecessityforustoknowbodylanguagetoavoidmisunderstanding.Step3.Pre-listening Purpose:tohelpSstoguessthemainideaaboutthelisteningtextbythegivenpictures.1.DivideSsintogroupsofsixandaskthemtodiscussthepictureswiththeirpartners.Whoisthewomaninthepicture?(JaneGoodall.)Whatistheanimal?.(Chimp.)Whataretheydoing?(Talkingwitheachother/kissingwitheachother/greetingeachother…)Aretheyfriendlytoeachother?(Yes.)2.GetSstolookatthepicturesonP62andlettheirpartnersstatetheiropinionsonthelisteningmaterial.Atthesametimeremindthemofthekeywords:similar,peaceful,smiling,angry,chimps,humans,angry,safeandprotected,affection,like.Step4.Listening(Workbook)Purpose:TogetSstolistenforcomparisonsTodevelopthelisteningabilityofSs.Togainsomeknowledgeofbodylanguageandfindhowsimilarsomeanimalbodylanguageis.1.AskSstolookthroughthequestionsofEx2onP62andlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstofinishEx1onP62.2.AskSstolistentothetapeagainandanswerthequestionsinEx3onP62.IfSshavesomedifficultyinfindingouttheanswers,stopthetapewherenecessary.Step5.Talking(Workbook)1.ExplainforSs“commands”,“warnings”and“prohibitions”.lcommand:giveorderstoe.g.Hecommandedsilence.他命令大家肃静。Icommandyoutogo.我命令你去。lwarning:advicetobeware/acautionarye.g.Becauseofherwarning,Iwascareful.由于她的提醒，我很小心。lprohibition:theactofprohibitingortheconditionofbeingprohibited.e.g.prohibitionofcorporalpunishmentinschools学校的禁止体罚2.ToaskSstoactthemoutforthewholeclassbyusingthegivensentences.SuggestedAnswers:commandswarningsprohibitionsGoaway/BequietStop!Don’tsithere. ComehereWatchout!Acariscoming!Don’tstophere.PickupthebooksBecareful!Don’tslip.Don’tenterhere.Step6.Homework1.AskSstothinkofmoreactionstoexpressthemselvesinsteadofbywords.2.AskSstogooverallthenewwordsandprepareforthereadingtext.Period2.Pre-reading,Reading&ComprehendingTeachingGoals:1.Tolearnabouttheimportanceofbodylanguage.2.TodevelopSs’readingskills.3.ToarouseSs’interestinbodylanguage.TeachingProcedures:Step1.Pre-readingPurpose:TomakeSsrealizetheimportanceofbodylanguage.1.ShowsomepicturesandencourageSstoguessthemeanings.Thenaskthemtoanswerthefollowingquestions.(1)Ifyouarehappy,whichpicturewillshowthesamemeaning?(2)Ifyouwanttoshowyouareverycool,whichpicturewillshowthesamemeaning?(3)Ifyouareverysad,whichpicturewillshowthesamemeaning?(4)Ifyouareshy,whichpicturewillshowthesamemeaning?(5)Ifyouwanttoshowyouarefriendly,whichpicturewillshowthesamemeaning?(6)Ifyouwanttosinghighpraiseforsomethingorsomebody,whichpicturewillshowthesamemeaning?(7)Ifyouwishsomebodygoodluck,whichpicturewillshowthesamemeaning?2.GetSstotalkfreelywiththeirdeskmatesaboutbodylanguage.AndaskthemtogivetheanswerstothethreequestionsofPre-readingonP25. Step2.Leading-inPurpose:tostimulateSs’interestinreadingthetextAskSstoanswerthefollowingquestions.1.Whatwouldyoudowhenyoumeetsomeoneforthefirsttime?2.Whenyoumeetyourboss,howdogreethimorher?3.Whenyoufirstcametothehighschool,howdoyouintroduceeachotherwithyournewdeskmate?4.Haveyoueverpaidattentiontothedistancebetweenpeoplewhoaregreetingeachother?Step3.FastreadingPurpose:Togetthegistofthepassage.1.AskSstolookatthepictureonP26andthenreadthetextquicklyandfindoutthemainideaofthepassage.(TellSsthatmosttopicsentencesmayappearatthebeginningortheendofthepassageorparagraph.)SuggestedAnswers:Bodylanguageisverygeneral,butnotallmembersofallculturesbehavethesameway.2.AskSstoreadthetextagainandanalyzetheorganizationofthepassage.ThetopicSurprisingscenesSomeexamplesConclusionAuthor’sopinionSuggestedAnswers:details→general→details→general..3.AskSstounderlineallthecountriesandcontinentsinthepassageandtrytogroupthem.SuggestedAnswers:Europe←Britain;NorthAmerica←Canada;SouthAmerica←Columbia;Asia←JapanStep4.IntensivereadingPurpose:togetSstolearnthedetailsofthetext.1.AskSstoreadthepassagecarefullyanddecidewhichofthefollowingstatementsistrueandwhichoneisfalse.(1)Mr.GarciakissedMissJuliaSmithbecausetheyhaveknowneachotherwell.()(2)GeorgeCookreacheshishandoutinordertoshakehandswiththeJapanese.()(3)Allculturesdon’tgreeteachthesameway.()(4)WhenaJapanesebowstoyou,heisapologizingtoyouforwhathehasdone.()(5)Frenchpeople,liketheEnglish,willkeepacertaindistancefromothers.()(6)MenfromallMuslincountrieswillnotshakehandswithwomen.()(7)Fromthepassagewecanseewesternculturesarebetterthaneasterncultures.() (1)It’snecessarytostudybodylanguagebecauseithelpsustogetbetterunderstandingamongpeoplefromdifferentcultures.().SuggestedAnswers:(1)F(2)T(3)T(4)F(5)F(6)F(7)F(8)T2AskSstoreadthetextagainandfinishtheEx1,2onP27.3AskSstohaveasmalldiscussiontofinishEx2onP27.4AskSstoreadthetextagainandunderlineimportantornewphrases.atamajorhotel;inacuriousway;introduce…to…;kisssb.onthecheek;take…awayfrom…;reachone’shandout;inthesameway;communicatewithsomebody;spokenlanguage;expressone’sfeelings;keepphysicaldistance;standcloseto;belikelytodo…;aswell;nodatsomebody;shakehands(with);either…or…;avoiddifficultyincommunicationStep5Homework1.AskSstousethenewwordstomakesomenewsentences.2.AskSstoreadthetextfluently.3.AskSstousebodylanguagetoshowtheirmeaningsandunderstandmorebodylanguage.Period3LearningaboutLanguageTeachingGoals:1.TogetSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:Thev-ingformoftheverbcanbeusedasanadverbialdescribingaverbandasanattributedescribinganoun.TeachingProcedures:Step1.ConsolidationPurpose:Toconsolidatethewordsandphrasesinthetext.1.AskSstoreadthereadingtextagainandfinishEx1onP28Suggestedanswers:Defence,likely,Italy,canteen,represent,dash,approach,association,cheek,flight2.AskSstofinishEx2,3andchecktheanswersinpairs.Suggestedanswers:Ex2:approached,Jordan,cheek,curiously,dashed,misunderstood,contraryEx3:crossroads,adult,major,dormitory,greeted,representing,association,spoken,Colombia,curious,flightStep2.GrammarPurpose:TogetSstoknowthefunctionofthev–ingformoftheverb.1.AskSstoworkinpairsandfinishEx1onP29.Afterthat,leadthemtodrawaconclusion.Conclusion:Theruleofthegrammarinthisunit.Wehavelearnedthatthev–ingformoftheverbcanbeusedasthesubjectandtheobjectinUnit2anditiscanbeusedasthepredicativeandtheattributiveinUnit3.Inthisunit,wewillgoontolearnthev–ingformoftheverbusedastheattributiveandtheadverbial. (1)Astheattributive—Asinglev–ingformshouldbeplacedbeforethenounitserves;ifaphraseafterthenounitserves.Forexample:runningwater;floatingiceblock;leakingpipes;drippingtaps;aboystandingthere;themansmokingacigarette;thedriverdrivinganewcarasleepingbag;afishingpole;asewingmachine…(2)Astheadverbial—Thev–ingformshouldbeusedastheadverbialoftime,reason,way,result,condition,etc.Forexample:Passingthehouse,hesawagirlplayingthepiano.(time)Igottoknowhimwhileworkingwithhim.(time)Beingexcited,noneofuscouldfallasleep.(reason)Hecamerunning.(way)Shestoodwaitingforabus.(accompany)Theyopenedthefire,killingonesoldier.(result)(3)Thev–ingformcanbeusedinthefollowingstructures.①Presentparticiplephrasessuchasadding/pointingout/reminding/warningcanintroducestatementsinindirectspeech.Forexample:Hetoldmetostartearly,remindingmethattheroadswouldbecrowded.②Aftertheverbsofsensation,suchassee,hear,smell,listen(to),notice,andwatch,theactioncanbeeithercompleteorincomplete.Forexample:Iseehimpassingmyhouseeveryday.Didn’tyouheartheclocksticking?Ifeltthecarskidding.Shesmeltsomethingburningandsawsmokerising.Iwatchedthemrehearsingtheplay.③catch,find,leave+object+presentparticiple.Forexample:Icaughthimstealingtheapples.(Ifoundhimdoingthis.)Ifshecatchesyoureadingherdiary,shewillbefurious.Ifoundhimstandingatthedoor.IlefthimtalkingtoBob.=HewastalkingtoBobwhenIleft.④spend/waste+anexpressionoftime/money+v-ing.Forexample:Hespendstwohoursadaytraveling.Tomspendsmuchmoneymodernizinghishouse.⑤ebusy+v.-in.Forexample:Sheis/wasbusypacking.⑥Thev-ingcanreplaceas/since/because+subject+verb.Forexample:Knowingthathewouldn’tbeabletobuyfoodonhisjourneyhetooklargesupplieswithhim.Beingastudenthewasnaturallyinterestedinmuseums.⑦Whenoneactionisimmediatelyfollowedbyanotherbythesamesubject,thefirstactioncanbeexpressedbyapresentparticiple.Forexample:Herodeaway.Hewhistledashewent.=Herodeawaywhistling.⑧Whenthesecondactionformspartofthefirst,oristheresultofit,wecanexpressthesecondactionbyapresentparticiple.Forexample:Shewentout,slammingthedoor.Hefellover,hittinghisheadagainstthetable. ⑨Thenegativeformofthev-ingformis‘notv-ing;thepresentperfectformis“havingdone”;thepassiveformis“beingdone”.Step3.Practice1.AskSstodothefollowingexercisestograspthegrammarwell.(1)Hetoldusavery_______________(有趣的)story.(2)Theboy____________(坐在我身边的)ismyson.(3)Thereisnothing_______(鼓舞人心的)inhiswords.(4)Didyouseetheboy_____________(正在被那个人审问的)?(5)Thenewis___________(鼓舞人心的).(6)Hekeptme________________(等了好长时间).(7)Hecangetthemachine______________(发动).(8)Hewasfound_____________(躺在地上).(9)______________________(听到这个消息),heburstintolaughter.(10)Becarefulwhen__________________________(过马路时).(11)___________________(因为很穷),hecouldn’tgotoschool.(12)___________________________(由于不知道他的地址),Ican’tgetintouchwithhim.(13)_____________________(由于未收到会回音),hedecidedtowriteanotherlettertoher.(14)Hesatthere________________(读一本书).(15)Thecaptaincoveredtheboywithanationalflagonly____________________(把脸露在外面).(16)________________(从他的口音判断),hemustbeasoutherner.(17)________________(总的说来),hisanswerisright.(18)________________(综合考虑),theydidagoodjob.(19)________________(每当看到这座山时),healwaysthinksofhishometown.(20)_________(已经用了)foralongtime,thewatchneedstobemended.SuggestedAnswers:(1)interestingstory(2)sittingbyme(3)inspiring(4)beingquestionedbytheman(5)encouraging(6)waitingforalingtime(7)starting(8)lyingontheground(9)Hearingthenews(10)crossingthestreet(11)beingsopoor(12)Notknowinghisaddress(13)Nothavingreceivedananswer(14)readingabook(15)leavinghisfaceexposed(16)Judgingfromhisaccent(17)Generallyspeaking(18)Consideringeverything(19)Seeingthemountain(20)Havingbeenused2.AskSstoworkinpairsandfinishEx2,3onP29.3.AskSstofinishtheexercisesofUsingStructuresonP64andchecktheanswersinpairs.4.AskSstocompletethefollowingsentences.(1)Theyoungman,______________(坐在隔壁房间里的),iswritingalettertohismother.(2)Thesoup_____________(闻起来很香的)onthetableiscookedbyMother.(3)The________(失踪的)boywaslastseen_________(在河边玩).(4)Theschoolbag_________(挂在墙上的)isLiMing’s.(5)Anyonewillbecriticizedbytheteacherifheisfound_________(在考试中作弊).(6)Themanwascaught___________(偷一辆汽车).(7)Ican’tleavethekitchenwith_________(火着着). (8)Youshouldtakehimtohospitalatonceinsteadof_________________(让他流血).(9)__________(正吃着饭时),weheardthedoorbellring.(10)Thegoat__________(痛苦地叫着的)isbadlywoundedbyaknife.SuggestedAnswers:(1)sittinginthenextroom(2)smellingdelicious(3)missing;playingintheriverbank(4)hangingonthewall(5)cheatingintheexamination(6)stealingacar(7)thefireburning(8)leavinghimbleeding(9)Whilehavingdinner(10)cryingpainfullyStep4.Homework1.ReviewthenewwordsandphrasesandfinishtheexercisesofUsingWordsAndExpressionsonP63.2.Recitethesentenceswiththev–ingforminthereadingpassage.Period4UsingLanguageTeachingGoals:1.ToimproveSs’listeningability.2.ToenlargeSs’vocabulary.3.ToensureSshavereallyimprovedtheimportantskillsofreading,writing,listeningandspeaking.TeachingProcedures:Step1.Readingandtalking(UsingLanguage)Purpose:TogetSstoknowsomethingabouthowtoshowthemselvesbybodylanguage.TogetSstolearnmorewordsandphrases.1.Leading-inPurpose:Toknowhowtoshowourfeelings.ShowsomepicturestoSstoarousetheirinterestinthereadingtext.angryputpeopleatease/hidefeelingsagreementdisagreeorrefuse/threaten notinterestedinteresteddonotbelievelove/likeshowrespect2.FastreadingAskSstoreadthepassagequicklyandsummarizethemainidea.SuggestedAnswers:Weshouldunderstandthepersonalbodylanguageoftheotherpeopleandknowhowtoshowourfeelings.3.Intensivereading(1)AskSstoreadthepassagecarefullyandfinishEx1onP30.AndthenaskSstoexplaintheanswers.(2)AskSstoreadthetextagainandfinishEx2onP30.AndthenaskSstodiscusshowimportantbodylanguageisinthefollowingjobs.teaching,medicalcare,news,management(3)AskSstocomparethesimilaritiesanddifferencesofsomebodylanguagesandfinishtheformofWriting(UsingLanguage)onP32.Step2.Listening,writingandspeaking(UsingLanguage)Purpose:TohelpSsimprovethelisteningability.1.Pre-listeningAskSstolookatthepicturesonP31toguesswhathashappenedandletthemknowthecharactersinthepictures..●LinPu—thedriver●themanwhowasknockeddown—thecyclist●apoliceman2.ListeningAskSstolookthroughEx1onP31tomakesurethattheyknowwhattolistento.Thenplaythe tapeoncewithoutstopping.(Ifthestudentshaven’tgotthecorrectorder,playthetapeonceagain).Thenchecktheanswers.3.WritingAskSstoretellthestoryandfindouttheactionsinthelisteningtext.SuggestedAnswer:LinPu,whoisdrivingontheroadinanoldcarfromhisbrotherinlaw,hasjustgothislicense.Beingfeelingnervous,hecrashedabicycleandknockedoverabasketfullofapples.Apolicemancameoverandaskedhimtopayafine.ButLinhasnomoremoneyonhimexceptthecar.Thepolicemantoldhimtopaythefinebytheendofthemonth.ThecyclistfeltveryangryandorderedLintopickuphisapplesandLindidso.4.SpeakingDivideSsintogroupsofthreeandthenaskthemtoactoutthestory.RemindSstousebodylanguageintheiracting.Step3.Speakingandwriting(UsingLanguage)Purpose:TohelpSstousespokenlanguageandbodylanguage.1.Speaking.(1)AskSstoimaginethattheyhaveagoodfriendnamedLinPei.Inthepastshewasagoodgirlandveryfriendly.Butnowsheisnolongerfriendlyanddoesn’twanttotalktoanyone.Shealwayslookssadandstaysalone.Shedoesn’tdoherhomeworkandlooksreallybad.(2)DivideSsintogroupsoftwoandaskSstodiscussthefollowingquestionsandthenwritedowntheiranswers.①WhatproblemmightLinPeihave?②Whatcouldbeherrecent“bodylanguage”orbehavior?(3)Askeachgrouptomakeuptheirdialogueandpreparetoreporttotheclass.SscanrefertotheexamplegiveninEx1onP31.2.WritingAskSstowritesomeadviceforLinPei,accordingtothedialoguestheyhavemadeup.RemindSsthattheyshouldexplainintheiradvicehowimportantbodylanguageisinshowingfeelingsandincommunication.Step3.Homework1.AskSstoreadthepassagefluentlyandknowtheuseoftheimportantwordsandphrasesofthispart.2.AskSstopracticeshowingthemselvesbycorrectbodylanguage.3.AskSstopreviewListeningtask(Workbook)andSpeakingtask(Workbook).Period5Listeningtask(Workbook)&Speakingtask(Workbook)TeachingGoals:ToimproveSs’listeningandspeakingability.TolearnhowtosolvetheproblemSsmightmeetwhilecommunicatingwiththeothers.TeachingProcedures:Step1.Listeningtask(Workbook)1.Pre-listeningAskSstodiscussthefollowingquestionswiththeirpartnersaccordingtothepicturesonP65. (1)Whatismangoingtodo?(2)Isthewomanhisfriend?Andisthewomanaforeigner?(3)Howisthemangreetingthewoman?Buthowaboutthewoman?(4)Aftergreetingeachother,wherearetheygoing?SuggestedAnswers:(1)Heisdrivingtomeetsomebody.(2)Yes.Yes.(3)Heisintendingtohugthewoman.Thewomanisverysurprisedandismovesalittlebackward.(4)Theyaregoingtotherestauranttohaveameal.2.Listening(1)Afterthediscussion,askSstolistentothetapetwiceandfinishEx1onP65.(2)AskSstolistentothetapeagainandpayattentiontothedifferencesbetweenChineseandWesterngesturesandbodylanguages.AndthenletthemfinishEx2andEx3onP65.Step2.Speakingtask(Workbook)1.Pre-speakingAskSstotalkaboutthefollowingquestions.(1)Haveyoueverbeenwithaforeigner?(2)HowwillyougreetaColumbian/Canadian/Frenchman/Japanese?SuggestedAnswer:ToaColumbian,touchshouldersandkisshim/heronthecheek;toaCanadian,shakehands;toaFrenchman,kisshim/heronthecheek;toaJapanese,bowtohim/her.2.SpeakingDivideSsintogroupsoftwo.EachgroupissupposedtochooseoneofthesituationsgiveninSpeakingtaskonP67andmakeuptheirdialogues.Afterthat,choosesomegroupstopresenttheirdialogues.3.Post-speakingAskSstochoosethebestdialogue(properbodylanguageisveryimportantintheirdialogue)andthensumupthedifferencesinWesternandChinesebodylanguages.Step3.Homework1.AskSstogoonspeakingwithoneormorepeoplebyusingbodylanguage.2.AskSstopreviewReadingtask(Workbook)andWritingtask(Workbook).Period6Readingtask(Workbook)&Writingtask(Workbook)TeachingGoals:1.Toknowmoreaboutgreetinggestures.2.TodevelopSs’readingability.TeachingProcedures:Step1.Readingtask(Workbook)1.Leading-in AskSstodiscussthefollowingquestion.Doyouknowauniversalsigninbodylanguage?Whatisit?2.Fast-readingAskSstoreadthetextquicklyandsilentlyandthenanswerthequestion.Whatistextmainlyabout?SuggestedAnswer:Itismainlyaboutalittlehistoryofthegesture—theopenhand.3.Intensivereading(1)AskSstoreadthetextcarefullyandfinishtheexerciseunderthetextonP66.(2)AskSstofindoutwhattheycannotunderstandinthetextandtrytoanalyzethembydiscussing.Step2.Writingtask(Workbook)Purpose:ToimproveSs’writingability.1.AskSstotalkaboutthefollowingquestions.(1)WhatdoesChinesepeoplemeanbypattingstomachgently?(2)WhatdoesWesternersmeanbyputtinghandatthroat?Suggestedanswers:Thetwogesturesmeanthesame—I’mfull.2.TellSsthattherearemanysituationsliketheabove.ThenAskSstolookthroughtheformofWritingtaskonP68andcompleteitbydiscussinginpairs.3.Asksomepairstopresenttheirformstotheclassandletthewholeclassdecidewhichisthebest.4.AskSstodiscussthefollowingquestions.(1)Haveyoueverseenorheardaboutthedifferentkindsofbodylanguage?Whatarethey?(2)Doyoufindthemunusual,funnyordifficulttounderstand?(3)Doyouthinkyoushouldlearnmoreaboutbodylanguageindifferentcultures?Why?5.AskSstowriteacompositionaccordingtotheanswerstothequestionsabove.Step3.Homework1.AskSstoreviewallthenewwordsandphrasesoftheunitandprepareforadictation.2.AskSstomakenotesaboutthegrammarruleofthev–ingformoftheverb.Forexample:(1)作时间状语：Becareful(when)crossingthestreet.Don’tmentionthiswhentalkingtohim.(2)作原因状语：Beingill,shedidn’tgotowork.Notknowingheraddress,wecouldn’tgetintouchwithher.(3)作结果状语：Herhusbanddied,leavingherwithtwochildren.