(三)德育渗透

　　? Do in Rome as Rome does [as the Romans do].

　　[谚]入国问禁, 入乡随俗。

　　? Manners make the man.

　　礼貌造就人。

　　? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

　　礼貌周到是使同我们谈话的那些人感到自在的艺术。

　　——(英作家)斯威夫特

　　(四)写作技巧

　　1、写作线索：

　　Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)

　　2、趣味说教

　　课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。

　　(五)优美句式

　　There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。

　　原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

　　e.g. There is nothing better than serving/to serve this great nation of ours.

　　There is nothing better than the encouragement of a good friend.

　　三、课时安排

　　Warming up Listening (WB)

　　Period 1 Period 2

　　Listening Speaking

　　Pre-reading Language study

　　Periods 3-4 Reading Period 5

　　Post-reading Grammar

　　Reading

　　Period 6

　　Writing

　　Teaching Procedure:

　　Period 1 Warming up & Listening

　　Step 1 Warming up

　　1. Brainstorm: the words of emotions/feelings of human beings

　　As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

　　happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

　　2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

　　Possible answers:

　　Picture 1: Confused; I don’t know what to do.

　　Picture 2: Angry; I can’t believe she said that! That is so unfair!

　　Picture 3: Sad; I’ve lost my wallet!

　　Picture 4: Happy; I got an A in my exam!

　　Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

　　3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

　　Step 2 Listening

　　1. Pre-listening

　　Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

　　1) shake the head

　　2) wave the arms

　　3) stand with arms folded

　　4) … …

　　(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

　　2. Listening

　　1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

　　2) Listen to Part 1 again and do the rest two questions of Part 1.

　　3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

　　3. Post-listening

　　Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

　　Homework

　　1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

　　2. Preview the following lesson.

　　Period 2 Listening (WB) & Speaking

　　Step 1 Listening

　　Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

　　Step 2 Pre-speaking

　　Make some requests and ask/help students to answer and make offers, for example:

　　T: Could you give me a hand?

　　S: Yes, of course. What can I do for you?

　　T: Could you please clean the blackboard for me?

　　S: With pleasure.

　　T: That’s very nice of you.

　　(Teachers can also ask students to open/close the window, turn on the projector and so on.)

　　Step 3 Speaking

　　1. Language Input

　　Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

　　Useful expressions of making offers and requests

　　Can/Shall I help you with that?

　　Would you like me to …?

　　No, thank you. Thanks for all your help.

　　Could you please …?

　　Would you like some help?

　　Could you give me a hand with this? No, thanks. I can manage it myself.

　　Is there anything else I can do for you?

　　Could you help me with …?

　　That’s very nice of you.

　　Do you need some help with that?

　　Notes:

　　Is there anything else I can do for you? = What else can I do for you?

　　We use these two sentences offer help again when we’ve already offered help.

　　2. Practice

　　Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

　　Then get some pairs to act out the dialogues in front of the class.

　　Step 4 Useful Expressions --- Making offers/requests and responses

　　In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

　　Ways of making offers or requests Ways of replying to others' offers or requests