*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

Part 3 (Para 4-5): Some gestures seem to be universal.

2. Reading

This part is designed to help students to get more detailed information of the text.

1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)

GESTURES COUNTRIES MEANINGS

eye contact some countries a way to show that one is interested

other countries rude or disrespectful

a circle with one’s thumb and index finger most countries OK

Japan Money

France Zero

Brazil Rude

Germany

thumbs up the US great or good job

Nigeria rude

Germany The number one

Japan

moving the index finger in a circle in front of the ear some countries crazy

Brazil You have a phone call.

2) Read the last part (Para 4-5) again and then try to answer some questions:

1. How can we communicate “I am tired” with the body language? And please act it out?

2. What does “rubbing one’s stomach” mean?

3. Why do we say “ the smile is a universally understood body language”?

3. Reading aloud

Listen to the tape of the text and make marks where they don’t understand.

4. Some language points

Discuss something that students don’t understand.

Possible notes:

Step 4 Post-reading

Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.

1. What are some situations where we need to be very careful about our body language and gestures?

2. How is body language different from spoken language? What do they have in common?

3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

4. Work together in pairs or groups. Complete the chart below.

Step 5 Discussion/Assessment

If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?

Homework

1. Preview the following lesson.

2. Retell the text.

Period 5 Language study & Grammar

Step 1 Revision

Get some students to retell the text.

Step 2 Language study

1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.

2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.

Then invite some students to tell and act out these gestures.

Step 3 Grammar

The –ing form (2): used as a noun

1. Language input

Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)

Then go through the three sentences in the students’ books.

Subject In many countries, shaking one’s head means “no” and nodding means “yes”.

Object We can learn a lot about what a person is thinking by watching his or her body language.

Predicative A good way of saying “I am full” is rubbing the stomach after a meal.

Attributive The price of building materials has gone up again.

2. Practice

Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.

3. Drills

Do Exx. 1-3 on page 61-62 one by one.

1) The –ing form in this exercise is used as Subject.

2) The –ing form in this exercise is used as Attributive.

3) The –ing form in this exercise is used as Object/Predicative.

4. Consolidation

Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.

动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.

(This part can also be left as homework.)

Homework

Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

Period 6 Reading & Writing

Step 1 Warming up

The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).

Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

Possible order: 1, 3, 2

Possible version:

One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.

Step 2 Pre-writing

Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.

Step 3 While-writing

Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.

1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.

2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.

3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.

Step 5 Post-writing

1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.

2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.

高中是人生中的关键阶段，大家一定要好好把握高中，编辑老师为大家整理的高二下册语文Body Language说课稿范文，希望大家喜欢。

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