Unit 4 Body LanguageI 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。
Warming Up 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。
Learning about Language 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。
Using Language 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Lin Pei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Lin Pei 讲出心事（以写信的形式展开）。
Learning Tip 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：Learning about Language第四课时：Using Language第五课时：Listening task (Workbook) & Speaking task (Workbook)第六课时：Reading task (Workbook) & Writing task (Workbook)IV. 教学步骤：Period 1 Warming Up, Listening（Workbook）& Talking (Workbook)Teaching Goals:1.To get Ss to know something about body language.2.To encourage Ss to learn to express themselves by body language.Teaching Procedures:Step 1. Leading-inPurpose : By showing Ss a few pictures of body language, ask Ss to guess the feeling each picture can convey.Lead Ss to the topic of this unit. Teacher may say, “All of the pictures show many differen ce. Can you tell the others what each picture shows? Are these actions kind of language? Can we communicate with a person who can’t speak or a person whose language is different from yours?” Ask Ss to give their explanation for all the above pictures in order to arouse their interest in the topic — body language.Step 2. Warming UpPurpose: To introduce the topic of this unit to Ss in the form of discussion.1. Ask some Ss the following questions.●If you are painful, what expression will you have on your face?●If you are very angry , how will you show the feeling?●If you want to show “Be quiet!”, what will you do without speaking?●…2. Ask Ss to present the actions to their desk mates. The part can be done like this: Students A can say meanings and Student B acts them out. Then they can do in turn..Conclusion:We can communicate with people even if we don’t use words or voice. Body language is part of language which sometimes can convey more emotions than words. But sometimes body language may cause trouble because different cultures have different body language or even if the same body language may mean contrariwise. So it is a necessity for us to know body language to avoid misunderstanding.Step 3. Pre-listeningPurpose: to help Ss to guess the main idea about the listening text by the given pictures.1. Divide Ss into groups of six and ask them to discuss the pictures with their partners.Who is the woman in the picture? (Jane Goodall.)What is the animal?.(Chimp.)What are they doing? (Talking with each other/ kissing with each other/greeting each other…)Are they friendly to each other? (Yes.)2. Get Ss to look at the pictures on P62 and let their partners state their opinions on the listening material. At the same time remind them of the key words: similar, peaceful, smiling, angry, chimps, humans, angry, safe and protected, affection, like.Step 4. Listening (Workbook)Purpose: To get Ss to listen for comparisonsTo develop the listening ability of Ss.To gain some knowledge of body language and find how similar some animal bodylanguage is.1.Ask Ss to look through the questions of Ex2 on P62 and listen to the tape carefully. Play thetape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask Ss to finish Ex1 on P62.2.Ask Ss to listen to the tape again and answer the questions in Ex3 on P62. If Ss have somedifficulty in finding out the answers, stop the tape where necessary.Step 5. Talking (Workbook)1. Explain for Ss “commands”, “warnings” and “prohibitions”.●command: give orders toe.g. He commanded silence.他命令大家肃静。