1. (引导学生收集不同国家的手势语并理解其含义。)

T:　 Suppose you’re a volunteer of the 2008 Olympics Games, try to search the Internet for sign language and body language as much as possible, and then make a form like this. After that, please make a report to your class.

4. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，运用简笔画做成小卡片，组织学生进行“猜一猜”的游戏，和其他同学分享。)

T:　 Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guesses what the gesture is.

(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生学习兴趣。)

Step 5　 Project 第五步 　综合探究活动(时间:5分钟)

3. (出示2体态语的图片，让学生猜出它们的含义。帮助学生了解生词puzzled。)

T:　 Class, suppose one of you is travelling in the United States. But you can’t speak English. If you are in trouble, what are you going to do?

Ss: …

T:　 Good. You can take an interpreter with you and you can make a gesture to express your meaning. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss them with you partner.

(教师把图片贴在黑板上，一分钟后提问学生。)

T:　 What’s the meaning of the gesture in Picture 1?

S₁: It means “Have a victory”.

T:　 Class, do you agree with him / her?

Ss: Yes. / No.

T:　 …

2. (让学生看1b, 双人讨论图片所表达的意思。)

1. (准备一些写有指令性动作的卡片，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)

T:　 I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do. Now who is the volunteer and does the action here?

S₁: (做动作)What am I going to do?

S₂: You are going shopping. Am I right?

S₁:　　　 Yes, you are right. / No, you are wrong.

S₃: (做动作)What am I going to do?

S₄: Are you going to …?

S₃:　　　 Yes, I am. / No, I’m not.

4. (学生跟录音读，然后进行人机对话。)

　 T: Read after the tape. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.

Step 3　 Consolidation 第三步 　巩固(时间:5分钟)

(在学生熟悉了对话内容的基础上进行分组对话练习，然后让每组分角色进行表演。)

T:　　 Class, now let’s work in groups. Each group chooses six students to play a role in the dialog, then act the dialog out.

Step 4　 Practice 第四步 　练习(时间:10分钟)

3. (小组合作，找出1a的疑难点，板书，同时帮助学生掌握词组put out和ask for a ride，了解生词thumb, guidebook。)

(板书)

2. (教师再放1a录音，让学生边听边在练习本中写下现在进行时表将来的句子。)

T: Listen to the tape again and write down the sentences that use present continuous to show the future.

(板书)

1. (设置听力任务，让学生带着任务听1a录音，从整体上把握对话意思，并完成所列问题。)

T:　 Listen to the tape and find out where Wang Junfen is flying and answer the following questions.

(师生一起核对答案，对错误答案先不纠正，要求学生再听一遍，找出问题关键进行对比，提高学生听力技能。)

5. (在熟悉现在进行时表将来的用法之后，两人一组对话操练。)

T:　 Pair work. Make dialogs with your partners according to the example in 1c.

Example:

A:　　　 When are you leaving for Disneyland?

B: I’m leaving this afternoon.

(在每个小组充分训练之后，教师找出几组表演对话。)

T:　 Now I’ll ask several groups to act out the dialog. Let’s have a competition.

(通过竞赛，学生已熟练掌握现在进行时表将来的用法，为呈现和理解1a做好准备。)

Step 2　 Presentation 第二步 　呈现(时间:13分钟)