You and your friend are taking photos in a park. You are posing and your friend is holding a camera. After a flash, your friend holds up his hand with fingers pointing up and palm facing out. Index finger and thumb make an"O".

a. He is saying"OK".

b. He is asking you to pose again.

Others:________________________________.

You and your mother are going shopping. Your mother wants to buy a new skirt for you. She picks up a blue one and shows it to you. You shake your head from side to side. Then she picks up a green one. You nod your head up and down. You:

a. Like the blue skirt.

b. Are satisfied with the green one she chose.

Others:______________________________.

All of your family are enjoying a big dinner on Mid-Autumn Day. After the meal, you lean back and pat your stomach with the palm of your hand. You mean:

a. Oh, I am full. It's quite delicious.

b. I have got a stomach-ache.

Others: _____________________________.

【设计说明】完成问题的写作，是对上一课内容的巩固训练，同时为下一步了解中国身势语的内涵而进行的调查奠定基础。

Step 3 Survey your classmates

Students are encouraged to conduct the survey in groups. Each student is to answer some questions in the discussion so that everyone will get the chance to talk.

【设计说明】学生通过小组讨论的形式，了解中国常用身势语的内涵，为写作中比较中美差异收集必要素材。小组讨论的组织方式有以下优点：有助于全员的参与；有助于学生自信表达；有助于提高合作意识。

Step 4 Check the answers

Ask students from each group to make a presentation of the findings from their survey. The teacher makes a summary of the meaning of common gestures in China.

【设计说明】学生汇报调查结果，教师汇总共识，为写作的开展提供进一步的信息支持。

Step 5 Organizing a report

The teacher gives instructions on organization of a report. Give explanations to the main elements.

Tips are also offered.

Practice

Organize the sentences into the proper sections.

【设计说明】本环节的设计，为学生进行报告写作，清除了最后的一道障碍。通过对报告主要结构的解读，帮助学生构建合理的报告文本写作结构。通过适应性练习，加深学生对报告文本语篇结构的感性认识。