Module 3 Body Language and Non-verbal Communication 教案 .doc

必修四Module 3 Body Language and Non-verbal CommunicationPeriod 1IntroductionTeaching Important PointsMaster some words, phrases and useful expressions describing body languages and non-verbal communication. Improve the students speaking ability by talking, discussing, making up and acting out dialogues. Improve the students listening ability. Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities. How to improve the students speaking and listening ability. Teaching MethodsIndividual work, pair work or group work to make every student participate in class. Listening and matching activity to help the students have a good understanding of the listening material. Teaching AidsMultimediaA blackboard. Teaching AimsKnowledge and SkillsMake the students master some new words, phrases and useful expressions. Encourage the students to know how to describe body languages or gestures in English. Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean. Teaching ProceduresStep 1 Lead-inStep 2 Match the verbs in the box with the picturesT: Just now we have discussed some pictures concerning physical contact and learned some words and expressions. Now open your books and turn to Page 21. Read these four words after me. (The teacher reads the words, followed by the students and performs each words meaning with gestures. )T: (Five minutes later) Are you ready? Ss: Yeah. Write your words on the blackboard. (Four students go to the blackboard and write. )T: Now lets count the words of each group together and choose the group who gives more words as a temporary winner. (During this course, if new words appear, the teacher should explain them and lead the reading or ask a student who knows them to give an explanation. )Group a12Group b10Group c13Group d15Now let me announce the winner in this activityIt is Group d. Congratulations. Step 3 Listen and match the situations with the picturesT: In this part you are going to hear a piece of listening material. The first time you need to just listen to the material and try to get the main idea. Are you ready? (The teacher plays the tape for the students. )T: The listening is completed for the first time. Have you got the main idea? Ss: (Some of them) Yes. (But some of them) No. T: OK. Keep silent, please. Lets listen to it again. This time you need to listen very carefully and make every effort to get the details. Meanwhile, match the situations with the picture above. Ready? Ss: Yeah. T: Lets begin. (The teacher plays the tape once more. )T: (A few minutes later the listening is finished. ) Have you finished your exercise yet? Step 4 Say What You Do When You. . . T: Work in pairs. Act out the movements and say the relevant words and expressions according to the following situations given in this activity. Five minutes for you to prepare. Step 5 Read and answer the questionsT: In last activity some students performed a lot of situations. This activity is an open one, so different students have different opinions. Choose an answer for Exercise 1 and give reasons for your choice. Sa, Would you like to have a try? Sa: I choose B. I am a girl with an inward character, so I dont communicate with others much. Even if I have to do this, I usually use words instead of body languages. T: Good idea. Who has a different opinion? Sb: D is my choice. As far as I am concerned, Id like to communicate with others very much, and I really love sharing what I love as well as what I hate. During the communicating course, I usually make full use of my body, because only in this way could I express myself completely. T: Outward guy, haha? Ss: . . . Step 6 Summary and homeworkThe Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint, shake, smile, waveshow. . . the waycommunicate withshake handsRecord after Teaching_Period 2Reading and VocabularyTeaching Important PointsHelp the students to understand the passage better. Learn and master some important words and phrases in this period. How to let the students understand the body language in different countries and use them correctly. Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better. How to master the important Language Points in this passage. Teaching MethodsDiscussion to lead in the reading class. Fast reading to get the main idea of the text. Intensive reading to understand the passage better. Explanation to help the students master some Language Points. Teaching AidsA tape recorderA multimedia Teaching AimsKnowledge and SkillsTrain the students reading ability. Learn some useful words and expressions. Learn some facts about body language. Teaching ProceduresStep 1 Greetings and revisionT: (Greet the whole class as usual. ) Ask the students to act their dialogue out. Step 2 Discussion and lead in (Show the following words and phrases on the screen. )communicationpositionunconsciousaggressivegestureinvolvebowslap spreadbendhugstareformalinformalcommunicate withmake a dealmind readerhold upvary from. . . to. . . be busy withgive awayon guard(Let the students read the words and phrases after the teacher. The teacher can give a brief introduction to the students if necessary or they may discuss with their partners. )T: Now look at the three questions on the screen and discuss them in groups of four. (The teacher shows the questions on the screen. )1. Can you guess what someone is thinking or feeling by looking at their body language?2. Do people from different parts of the world use different body language? What about people who live in different parts of China?3. How do you communicate the following with body language? Thank you! No. Yes. I dont know. Come here. Step 3 Fast reading T: OK! Youve known something about body language. Now we are going to read a passage, from which we will learn more about body language. Open your books and turn to P22. Read the passage quickly and summarize the main idea of each paragraph. Step 4 Intensive readingT: Quite true. We have known the main idea of each paragraph. Now read the passage again and underline the useful words, phrases and expressions as well as say if these statements are T or F on the screen. This time you should read slowly and carefully. (Show the following questions on the screen. )1. Not all body language is conscious. 2. Europeans shake hands with their left hand. 3. In Asia, people touch strangers when they meet. 4. In the US a “high five” is a way of saying hello. 5. A “high five” is a formal gesture. 6. Body language is less communicative than spoken or written language. Suggested answers: 1. T2. F3. F4. T5. F6. FStep 5 Language studyT: You are familiar with the passage now. But you should also pay enough attention to some useful words and expressions. Lets check whether we have mastered these words and expressions through the following two exercises. Ex. 1 Complete the sentences with the words given. (The teacher shows the words and exercise on the screen. )aggressivedealgesturegreetformalinformalpositiontrustunconsciousWeapon1. Guns and knives are two different types of_. 2. Someone who has a(n)_attitude may be violent. 3. You can _someone by saying “Hello”. 4. Your _is the way you are sitting or standing. 5. If you are _of something you do not know it is happening. 6. A(n) _is a business agreement. 7. A(n) _is a movement of the body to communicate something. 8. If you _someone you believe them and rely on them. 9. ”Give me five!” is a(n) _greeting. 10. People are usually more _with people they dont know. T: Read these words one by one together and pay attention to the words where the stress doesnt fall on the first syllable: aggressive, position, unconscious. T: Complete this exercise individually, and then check them with a partner. (The teacher gives the students two or three minutes to finish this exercise, and then can go around the class to help those having difficulty in dealing with it. )(Two or three minutes later, the teacher checks the answers. )T: Have you finished it?Ss: Yeah. T: Now lets check the answers together one by one. Suggested answers: 1. weapons2. aggressive3. greet4. position5. unconscious6. deal7. gesture8. trust9. informal10. formalT: Just now you all did well. Now you are going to do Ex. 2. (The teacher shows the following sentences on the screen and asks students to translate them one by one. At the same time, the teacher explains the underlined phrases. )Ex. 2 Translate the following sentences into Chinese. 1. The weather varies from place to place. 2. They were involved in the matter. 3. The children stared at the coloured ballons. 4. We made a deal and agreed to help him out. 5. The girls are busy greeting the foreigners over there. (The teacher writes the phrases on the blackboard: vary from. . . to. . . ;be involved in; stare at; make a deal; be busy doing sth. )Step 6 Listening and consolidationT: Now look at your books. Ill play the tape. Listen carefully. You can follow it in a low voice. Pay attention to the pronunciation and intonation. Step 7 Summary and homeworkThe Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare at make a dealbe involved invary from. . . to. . . be busy doing sth. Record after Teaching_Period 3Grammar 1; Listening and VocabularyTeaching Important PointsEncourage the students to sum up grammatical rules. Further improve the students listening skill. Teaching Difficult PointsTo make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences. Teaching MethodsIndividual work and pair work to make every student work in class. Teaching Aidsmultimedia, tape-recorder & a blackboardTeaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves. Make sure the students master the grammatical items. Train the students listening ability and improve their listening skill. Teaching ProceduresStep 1 Revision and lead-in (Greet the students as usual. )The teacher check the students homework of yesterdayreciting or retelling the reading passage. (The teacher asks a few students to do this. )Step 2 Grammar 1T: Ok, so much for the check-up. First please open your books and turn to Page 23. Look at the following sentences from the passage. Read them and pay attention to the conjunctions when and if. T (The teacher gives the students two or more minutes to prepare. )(Two or more minutes later. )T: Have you yet finished it? Ss: Yes. T: Now look at the screen and see if your choices are correct. (The teacher shows the answers on the screen. )Suggested answers: 1. E2. C3. B4. F5. D6. AT: Now do you understand this grammar better? Could you use when and if to make such sentences by yourselves? Here are five Chinese sentences. Please translate them into English. (The teacher shows the five sentences on the screen. And the teacher can either give the students a few minutes to prepare and then check up or make this task their homework after class. )1. 如果你上课迟到, 向教师道歉是很重要的。2. 如果你被邀请到某人家里吃饭, 最好带上礼物。3. 你来中国的话, 要学会用筷子。4. 要是学外语, 你要很努力。5. 如果和日本人打招呼, 你要稍微鞠躬。Step 3 Listening and vocabularyT: Just now we have learned something about adverbial clause of condition. Follow me to do some listening. In Activity 1, you need to match the parts of the body with the words in the box. Look at the screen and follow me to read these words, meanwhile, try to catch their meanings. (The teacher shows the following words on the screen. )anklechesteyebrowfingerforeheadkneelipsshoulderwristT: OK. You have known how to read these words and got all their meanings, right? Ss: Yeah. T: Now work in pairs and match these words with parts of your body by acting them out as follows. One chooses any word of them and says it quickly, meanwhile, the other needs to point at the exact body part exactly as soon as possible. Take turns to do this. See if you can perform them correctly. The more quickly and correctly you perform, the better. Clear? Ss: Yeah. T: Good. Begin! (The teacher goes around the class to help those who have difficulty in doing this. A few minutes later. )T: Stop here. Have you finished your performance yet? Ss: Yes. T: Great. Which pair would like to act out before the class? Pair 1: Let us have a try. (They come to the front of the class and act the words out. )T: Thank you. You gave an excellent performance. If you are fond of this activity, you can continue it after class, OK? Ss: OK. (The teacher displays the following words on the screen. )bendbowclaphugkissnodraisestarewipeT: Having finished reading these words and known what they mean exactly, lets put them into use through the following exercise. Complete the sentences with the words in the box above. Example: You use your arms to hug someone. 1. You use your lips to _someone. 2. If you _at someone you look at them for a long time. 3. If you _you hand you lift it up. 4. You _by moving your head up and down. 5. When you bend your upper body forwards you_. 6. You have to _your knees to sit down. 7. If youre hot you can _the sweat from your forehead. 8. At the end of a concert or a play it is usual to_. T: Complete this exercise by yourself first, and then check the answers with your partner. (The teacher gives a few minutes for the students to prepare. )T: (A few minutes later. ) Are you ready now? Ss: Yes. T: Well. Look at the right answers on the screen. Check them again. Suggested answers: 1. kiss2. stare3. raise4. nod5. bow6. bend7. wipe8. clapStep 4 Summary and homeworkT: Today we have learned adverbial clause of condition and two conjunctions when and if. After class, please do exercise 1 and exercise 2 on our workbook. So much for today. Good-bye, everyone! Ss: Good-bye, teacher! The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe third periodfor the first timeshow sb. the way nod ones headtake. . . offshake hands with sb. a bottle of thank sb. for sth. /doing sth. Record after Teaching_Grammar条件状语从句的引导词状语从句由从属连词if(如果), unless(除非), as long as(只要), on condition that, in case, once等领导。例如: You can not learn a language well unless you work hard. 除非你努力学习, 否则学不好语言。I will come on condition that Mary is invited too. 如果也邀请玛丽, 我就会来。If you wake up before me, give me a call. 如果你醒的比我早, 请叫我一声。I will give you the money as long as you go with your elder bother. 只要你同你哥哥一块去, 我就会给你钱。Take some money in case you may need it. 带点钱万一你需要。Once you give it to him, you will never get it back. 一旦他把东西得到手, 你就再也要不回来了。Period 4Function; Grammar 2; Pronunciation; SpeakingTeaching Important PointsTo motivate the students to work together. Teaching Difficult PointsHow to enable the students to master the differences between an American English accent and a British English accent. Teaching MethodsListening and discussion. Pair work as well as group work. Teaching Aidsa blackboard, a tape recorder and a multimediaTeaching AimsKnowledge and SkillsTo let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies. To train their listening skills. To train their speaking skills. Teaching ProceduresStep 1 Revision and lead-in (Show the following on the screen. )You should shake hands when you meet new people. You should bring some flowers or a bottle of wine. You should open gifts immediately. You shouldnt use family names. You shouldnt arrive too late. You shouldnt talk about politics or religion. You mustnt leave as soon as you finish the meal. You must thank your host for a wonderful evening. You mustnt arrive early. Step 2 FunctionT: Now look through these sentences again and underline the modal verbs. Then discuss with your partners to see in which situation people use them to give advice. (The teacher gives the students a few minutes to prepare. )T: (A few minutes later. ) Are you ready?Ss: Yes. T: Well. According to your discussion, complete the following sentences. (Show the following on the screen. )1. We use the modal verb _to give advice. 2. We use the modal verb _to give strong advice. 3. You _means Its a good idea to. . . 4. You _means Its very important to. . . Suggested answers: 1. should2. must3. should4. mustT: Through Activity 1, weve got something about two modal verbs used to give advice. In the following activity, you can know more about how to use them to give advice. On the screen are five sentences about customs. Work in pair