优质课 外研版必修四-Module3 Body landuage
Module-3-Body-Language-and-Non-verbal-Communication-教案
外研版必修四Module 3 Body Language and Non-verbalCommunication 全单元教案课时计划课时1课题Module 3 Body language and non-verbal communication Listening& vocabulary课型New教学目标1. Enable the students to learn how to talk about body language and non-verbial communication.2. Enable the students to learn the different pronunciations between British and American English.重点Enable the students to learn how to talk about body language and non-verbial communication.难点Enable the students to learn how to talk about body language and non-verbial communication.学情分析The Ss can finish the task.教具课件1. A recorder2. A projector3. A computer教法Explanation---guidance---do the exx again教学程序教学内容（引入、例题、练习题、检测题等）师生活动时间分配Step 1Step 2Revision1 Proof readingPractice(1) Only in this way ___________ progress in your English. (MET84) (B)A. you makeB. can you makeC. you be able to makeD. will youable to make(2) He is the only one of the students who ___ a winner of scholarship for threeyears. (沪2002春招) (D)A. isB. areC. have beenD. has been(3) Only then ___________ the importance of health. 只有那时我才认识到健康的重要性。
外研版英语必修四第三模块教学设计Module 3 Body Language
外研版高中英语必修四第三模块教学设计Module 3Body Language&Non-verbalCommunication一、教材依据(Basis of the Textbook)本教材是外语教学与研究出版社依据国家教育部制定的《英语课程标准》高中生学习部分编写的顺序必修第四册，供普通高中全日制在校学生高一年级下学期学习使用。
二、课题分析(Analysis of the Topic)外研版高一英语第四册第三单元的中心话题是Body Language——“肢体语言”。
介绍了在语言交流和书面交流之外的一种重要的交流方式，用动作传达意思，各部分的内容都是围绕这一中心话题展开。
这节课是本单元的第二课时——阅读训练课。
文章以肢体语言打招呼的方式为例，给我们讲述了不同国家的肢体语言以及它在我们日常交际中的重要性。
通过本课的学习，既要让学生通过语言实践活动来体验语言，从而提升自己综合语言运用的能力，又要让学生了解肢体语言其实比我们的口语交际更加普遍。
三、学情分析(Analysis of the Students)1. 高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。
2. 学生的词汇量有限，他们纵使有千言万语，也不能用英语自如地表达自己的观点或是与人交流。
3. 对于课文内容，学生已经做了预习。
因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。
四、教学资源与策略(Teaching resources&strategies)1. 阅读法：快速阅读与精读相结合，体现出学生的主体地位。
2. 问答法：设置不同类型的问题，让学生勤于思考，积极表达。
3. 翻译法：适当的运用翻译可帮助学生理解文章的难点。
4. 讨论法：成对或分组讨论，注重学生合作学习方式，让学生得到一次口语训练机会。
5. 快乐教学法：尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习气氛。
高中英语《Module3BodyLanguage》课中学案外研必修4
2013-2014高中英语《Module3 Body Language》课中学案外研版必修4【归纳拓展】communicate…to…的争吵中His work involves occasional journeys._______________________be/get involved in…被卷入……之中；使专注于be/get involved with sb. 与某人混在一起be involved in doing sth. 专心做某事【活学活用】Putting in a new window will ________cutting away part of the roof.A. includeB. involveC. containD. comprise4.stare v _________Don't stare at me like that. ______________________________He sat there, staring into the space. 他坐在那儿，凝视着太空。
【巧辩异同】stare, look, see, watch, glare, observestare “盯着看，凝视”；眼神很集中look 只强调“看”的动作，不强调结果，可以用于进行时态。
see 强调“看见”的结果，不可以用于进行时watch “注视，观看”，指目光教集中地看电视、表演等glare “怒视”，相当于stare angrilyobserve 强调从不同的角度较长时间地“观察，研究”5. touch v. 触摸；感动She lightly touched his forehead. 她轻轻地摸了摸他的前额。
I was touched beyond words. 我莫名地感动了。
【归纳拓展】touch sb. on the head 触碰某人的头hit/strike/pat + sb. + in/on + the +身体部位take/ seize sb. + by the +身体部位【活学活用】Father __________________gently. 爸爸轻轻地拍了拍我的肩膀。
外研版高中英语必修4教学课件：Module 3 Body Language
The science of neurocontrol(神经控制系统) is being developed in labs all over the world as a way to help the disabled or patients who are awake but unable to move or communicate，but Necomimi's creators at a firm called Neuroscience wanted something for everyone to enjoy.Then， there appeared Necomimi.
The cat theme required some small changes， though.“For example，when cats are frightened or want to scare away an enemy，they flatten their ears.But with Necomimi，flat ears mean a relaxed state of mind，” said Kana one of Necomimi's creators.“We have changed the meaning to suit human feelings.To humans，it's
2．翻译佳句，放眼高考 ①The ears shoot up when the wearer is nervous or focused
but flatten when the person is relaxed.During a specific activity like a game or reading a book，in which the user may be relaxed and focused at the same time，the ears swirl around in a circle. _________________________________________________ _________________________________________________
外研版高中英语必修4 Module 3《Body Language-Greetings》课件
2) There’s “learned” body language, varying _f_r_o_m_ _c_u_l_tu__re__t_o __c_u__lt_u_r_e.
in a “high five”. Body language is __f_a_s_c_in_a_t_in_g__ for anyone to study. People
__g_iv_e__a_w_a_y_ much more by their ___g_e_s_tu__re_s__ than by their ___w_o__rd_s___.Look at your friends and family and see if you are _a_m__in_d__re_a_d__e_r _.
Module 3 Body language
Reading & vocabulary
Learning Aims(学习目标)
(1). To understand the whole passage and finish the activities
(2). To have a further understanding about the body language in different cultures
you. Look, I am not carrying a _th_r_e_a_te_n_i_n_g (threat) weapon.” They also shake hands when they make a deal. In China, we put the
外研版高中英语必修四备课Module 3 Body Language and Nonverbal CommunicationCULTURAL CORNER教案
外研高中英语必修4教案Module 3Module 3 Body Language and Nonverbal Communication
Module 3 Body Language and Non-verbal CommunicationPart One Teaching Design第一部分教学设计Period 1 Reading—Saying It Without Words■Goals●To learn to read passages with Adverbial clause of conditionand Adverbial clause of concession about body language●To learn to read with strategies■ProceduresStep 1: Warming up by defining Body LanguageBody language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.Warming up by telling about your classmate’s body languageHi, class. Look at my facial expressions. What do I mean by these expressions?Now, look around and tell the class what you find by studying your classmates’body language.Step 2: Before you readPlease go over the word list for this module, paying attention to the pronunciationof the word, the relationship between its pronunciation and its spelling.Step 3: While you read1.Type of writing and summaries of Saying It Without Words2. A diagram of Saying It Without Words3. Complete the article with one word in each blank.We find examples of _1_ body language very often, yet there is also “learned” body language, which is different from _2_ to culture.Every culture has turned out a _3_ way to greet strangers, to show them we are not aggressive. Traditionally, Europeans and Americans _4_ hands when greeting strangers. Traditionally in China, we see people putting the right _5_ over the left and bowing slightly. Muslims give a “salaam”. That is touching their heart, _6_ and forehead. Hindus join their hands and bow their heads in respect. American youths often _7_ each other with the expression, “Give me five!” One person then holds up his hand, palm _8_ and five fingers spread. The other person raises his hand and slaps the other’s open hand _9_ the head in a “high five”. Body language is fascinating for anyone to study. People give away _10_ more by their gestures than by their words.1. Is unconscious body language a kind of “learned” body language?A. No.B. Yes.C. Maybe.D. Sure2. We use “learned” body language when we are _____.A. introduced to strangersB. greeting someoneC. carrying a weaponD. busy with the talking3. Greetings in _____ countries do not involve touching the other person.A. AfricanB. EuropeanC. AmericanD. Asian4. What does the phrase “give away” mean in the sentence “People give away much more by their gestures than by their words.”?A. expressB. offerC. sendD. findPeriod 2 Grammar—Adverbial clause of condition andAdverbial clause of concession■Goals●To learn to understand and use Adverbial clause of condition and Adverbial clause of concession about body language■ProceduresStep 1: Learning about Adverbial clause of condition引导条件状语从句的连词和词组有if，unless，once，as / so long as，so / as far as，in case，provided (that)，providing (that)，suppose (that)，supposing (that)，given (that)，assuming (that)，on condition (that)等。
高中英语外研版必修四章节教案：Module 3 Body language and non-verbal communication》教学设计
《Module3 Body language and non-verbal munication》教学设计龙东南联合体第九次教研活动海林市高级中学冷泠一、本节课在教材中的地位与作用本节课选自外研社版高级中学英语教科书必修4，第三模块，《身势语与非言语交际》的Introdution,Listening and Vocabulary 和Everyday English 部分。
本课本模块的第一课时的学习，主要学习内容为：1 引入各身体部位和动作有关的词汇，以及在交际场合人们所用的部分词汇和可能采用的身势语，是本模块要呈现的主要学习内容。
2 与西方人士交往中的礼仪和文化差异，这一部分内容是前一部分内容的升华。
是对更深层次文化内容的探讨。
为实现本模块最终教学目标奠定了坚实的基础。
二、课标要求听:能从识别对话和语段中正确理解新词汇和短语的意思。
能听懂有关熟悉话题的讨论和谈话并抓住要点。
说：能在日常交际中对一般的询问和要求做出恰当的反应。
能根据话题要求与人交流、合作，共同完成任务。
三、学情分析（一）知识方面1、已有的知识和能力：了解一些身势语，词汇量不够不能有效地表达，对东西方文化差异的知识知道得不多，所学相关词汇没有形成有效的知识络。
2、听说中存在的主要问题：听：（1）原有的听力习惯：在篇幅和语句较长的时候，一旦有听不懂的词汇或句子，就失去了信心。
（2）受母语的干扰。
（3）高一学生词汇量不足。
（二）学习方法学习策略如：认识策略，信息策略等亟待正确指导。
四、教材的加工处理依据教材分析，《新课标》要求及学情分析，对教材做如下加工处理：（1）调整顺序（将Everyday English前置）Everyday English中所涉及的短语和句型，都是听说中的关键词，提前让学生掌握，可以降低难度,保证质量。
（2）调整听力内容，渗透相关学习策略对本节课听力内容中较难把握的部分，为了降低难度，教师将听力材料分段处理，分别播放，要求重点掌握的单词和短语以填空形式重新呈现。
外研版 必修四 Module 3 Body Language and Non-verbal Comm
完成句子
①他们经常通过电话与我们交流。
They often
us by telephone.
②在婚礼上我向她传达了我的祝福。
At the wedding I
my wishes
her.
③父母和孩子之间缺乏交流会导致代沟。
The lack of
between parents and children
leads to the generation gap. 【答案】 ①communicate with ②communicated；to
【解析】 考查不定式主动表被动。在某些形容词后
(在出差)．
【答案】 ①on guard ②on show ③on sale ④on
business
6．make a deal达成协议；做成交易 We shake hands when we make a deal.达成了协议， 我们就握握手。 I'll make a deal with you. You give me a hand and I'll give you enough money. 我想和你做个交易，你帮我一下，我给你钱。
【答案】 ①that ②What ③what ④that
4．vary vi.变化vt.改变 ...yet there is also “learned” body language，which varies from culture to culture.……但也有“习得的”身势 语，习得的身势语在不同的文化中各不相同。 The quality of our products never varies；it's always excellent. 我们的产品质量从未改变，一直都是上乘的。
外研英语必修4M3 Body Language1Reading and vocabulary[张老师]【市一等奖】优质课
![外研英语必修4M3 Body Language1Reading and vocabulary[张老师]【市一等奖】优质课](https://img.taocdn.com/s3/m/61dacfbba216147916112888.png)
教学目标本模块以Body Language and Non-verbal Communication为话题,介绍了不同文化中身势语和非言语交际的情况,旨在通过本模块的教学使学生能够在交际场合运用所学词汇及采用恰当的身势语。
通过本模块的学习,学生要对不同文化中的身势语有清楚的了解,并能运用所学知识与不同文化中的人进行交流。
2学情分析教学内容分析本模块以Body Language and Non-verbal Communication为话题,介绍了不同文化中身势语和非言语交际的情况,旨在通过本模块的教学使学生能够在交际场合运用所学词汇及采用恰当的身势语。
通过本模块的学习,学生要对不同文化中的身势语有清楚的了解,并能运用所学知识与不同文化中的人进行交流。
Introduction部分为上一节课的内容,这部分介绍到了部分身体动作或姿态以及相关的词汇。
本节课通过课前复习,我们将假设一种学生生活中的虚拟情景,请2位同学上来通过肢体语言展示这些场景,这一方面对上节课已学部分语汇和可能采用的身势语进行了测试和复习,同时也营造了一种轻松的课堂环境, 为接下来的阅读学习活动做好准备。
Reading and Vocabulary部分通过阅读课文,让学生简单了解不同文化中身势语的运用情况,并且学习相关词汇,学会如何选择标题,如何通过快速阅读归纳段落大意;如何通过团队合作去完成信息收集及处理;如何理解一词多义,并且围绕课文内容,进行相关的听、说、读、写训练。
教学对象分析重庆一中高2018级1班是学校的实验班,学生英语基础非常好,具有很好的文章理解力及口头表达能力;故在课文整体理解方面应该少设计一些低层次的问答类问题,多设计一些归纳类,思考类的题目,如主旨大意归纳,选择文章标题,判断一词多意等。
同时在活动设计方面,课文基础理解部分要紧凑高效,课文输出部分或拓展部分给予他们更多的展示和发挥的空间。
让他们更多的去了解和体验不同文化的问候方式。
Module 3 Body Language and Non-verbal Communication 教学设计-优质公开课-外研版必修4精品
Module 3 Body Language and Non-verbalCommunication 教学设计Period 1 Introduction＆Cultural cornerStep 1 Lead inAs we know，we communicate with each other not only by spoken language but also by body language. Different body positions have different meanings. Spoken languages include smile，angry，wave and so on.Talk about this actor:He’s called Mr. Bean，Who is a comedian expressing himself by body language.Now match the verbs in the box with the picture. point shake smile waveAt the same time，the teacher shows some pictures.The key: a) point b) wave c) smile d) shakeStep 2 Look at the pictures on the screen and discuss the meaning of them.1. Nice to meet you.2. Wonderful！Good job！3. Happy New YearStep 3 Finish activity 3The teacher may divide the whole class into several groups. Each group finish their fixed task. At last，each group may appoint two students to act the situation.Say what you do when you …Example: are introduced to someone. →I shake hands and say，“Pleased to meet you.”1. meet a friend →I shake hands and say，“ Pleased to meet you.”2. show someone the way. →I point in the direction they must go.3. see a friend in the distance →I wave my hand.4. enter a friend’s house. →I shake hands and say，“Hel lo，pleased to see you.”5. say yes. →I nod my head up and down.6. say no →I shake my head from side to side.7. say who？Me？→I point to myself and put on a surprised expression.8. say goodbye. →I shake hands and say，” Goodbye.”Step 4 Finish activity 4 (free choices)Read and answer the questions.1. How much do you communicate with your body？A. Not at allB. Not muchC. A lotD. Perhaps more than I think.E. Perhaps more than with words.2. Can you give reasons for your choice(s)？Cultural CornerStep 1 PresentationAs we know，applause plays an important role in interacting between applause and audience. Do you know the custom of clapping？Why do people clap？From this passage，we will know more details about the text.Step 2 ListeningListen and find out the answers to the following questions.1) What is the passage about？The passage is about the reason why we clap and the history of clapping，the features of applause.2) Why do people clap？To show that they like something.3) How many countries are mentioned in the passages？Three countries are mentioned.Step 3 Intensive Reading.Para 11)What is the main idea of the first paragraph？The reasons why we clap.2)On what occasion do people clap？We clap at the end of a live performance，such as a play，or a concert，to say thank you to the performers.Para 2 What is the main idea of the paragraph？The custom of clapping has early beginnings.1. What did applause mean in classical Athens？Applause meant judgment and talking part.2. What did the prolonged clapping help？Prolonged clapping helped a play to win.Para 3 What is the definition of applause？Applause was a sign of being part of the community，and of equality between actors and audience.What are the features of clapping？Clapping is social，like laughter，it is infectious，and spread very quickly.Do people from different cultures clap on the same occasions？No，some occasions on which people clap change from one country to another.Period 2 ReadingStep1 presentationThe teacher shows the students a picture about body language. At the same time. The teacher asks: What words come to you when seeing the picture？youths gesture informal high five hold up palm spread fingers slap then the teacher shows some other questions and pictures to help the students get more information aboutbody language.Step 2 Listen to the passage again and choose the best title.1. Saying it without words.2. When in Rome，Do as the Romans Do3. Greetings Around the world.4. Read My Mind.The key：the best title of the passage is the third one.Step 3 Read the passage carefully and decide the following true (T) or false (F)•Not all body language is conscious.•Europeans shake hands with their left hand.•In Asia，people touch strangers when they meet.•In the US “a high five” is a way of saying hello.• A “high five” is a formal gesture.•Body language is less communicative than spoken or written language.Key: 1. T 2. F 3 F 4 T 5 F 6 FStep 4 Let the students read the texts quickly and silently and match the main idea with each paragraphPara1 greetings in Asian countries.Para 2 ways of communications Examples of greetings Para 3 fascinating body languagesPara 4 greetings in western countriesPara 5 American youth’s greetings today Step 5 Extensive ReadingAnalyze the first paragraph.Through two pictures show the sentence to the students “Greeting vary from culture from culture.” And then fill in the blanks:Words and sentences spoken wordsCommunications written wordsBody language body positionsunconscious body languagelearned body languageStep 6 read the second paragraph and decide whether the statements are true (T) or false (F)•Unconscious body language is used when we are introduced to strangers( )(2) We always feel relaxed when meeting strangers. ( )(3) Every culture has developed a formal way to greet strangers，to show them we are not aggressive.( )(4) Europeans shake hands with their left hands . ( )(5) We shake hands when we make a deal. ( )The key: 1.F2.F.3. T 4. F 5.TStep 7 Analyze the third paragraph. Fill in the blank.Step 8 Word study Activity 3 on P23Step 9 According to the text fill in blanks.Step 10 Language pointsStep 11 Show the facial expressions including angry，sad，painful，smileAnd lead the students to pay attention to the last one，that’s smile ，so that they can go on to carry out free talk.Step 12 Free talkDiscuss. Divide the class into several groups. And then ask one student in each group to speak out their opinions.Smile，and the world smiles with you；weep，and you weep alone.Step 13 conclusion你笑时全世界和你一块笑，你哭时只有你在独自哭泣.Step 14 Homework.Greetings vary from culture to culture.Summarize the greetings in different countries according to the passage.Period 3 Listening and VocabularyStep 1 the teacher shows a picture to the students. And then ask them to tell their namesof the parts of the body. .Step 2 Look at the list of verbs. Complete the sentences.Number the topics in the order they talk about them.______ What to talk about. ______ Gifts __________ When to arrive for dinner______ What to call people _____ How to meet new people______ What to say to the host when you leave _____ when to leave the table.Now work in pairs. Check your answers.The key: _1__ How to meet new people _2___ What to call people ___3___ Gifts__4___ When to arrive for dinner ___5___What to talk about___6__ when to leave the table. ___7___ What to say to the host when you leaveStep 4 Listen to the conversation again and fill in the blanksStep 5 Match the following pieces of advice with the topics in activity 3.Step 6 Retell the conversationwith the picture shown on the screen.Step 7 Pronunciation①Listen to this speaker with an American accent.②Listen to these speakers. Do they speak in an American (US) or a British (UK) accent？Let the students read through the passages to themselves.Play the tape once while they follow.Play the tape again for them to decide. They can discuss their answers with a partner.Answers: 1) UK 2) UK 3) USPeriod 4 Writing ＆Everyday English ＆FunctionStep1 Read the invitation and answer the questions.1. Who is the first invitation from？2. Who is the second invitation from？3. Which is formal or information？How do you know？Mr. and Mrs. Harry Blunkett request the pleasure of your company at the wedding of their daughter Elizabeth Ann Blunkett to Mr. Humphries，at St David’s Church，Landrindod Wells on Saturday March 5th at 17:00，followed by a dinner dance at the Hotel Metropole.Black tie RSVPThe second letter:I’m 16 next week！Please come to my party---- great food and even better music.Date: Saturday ( March 17th )Time: 8 till latePlace: My place ( of course)SylviaThe key:Mr. & Mrs. Harry BlunkettSylviaThe first invitation is formal. We know because of the language used.Step 2 Look at these expressions. Which are formal ，and which are informal？Pleased to accept unable to accept Thanks a lot I’m very sorryThe key: “ Thanks a lot” is informal；the other three are formal.Step 3 Write a short reply to one of the invitations. Use one of the expressions from activity2. Model Answer：Dear Mr. and Mrs. Blunkett，I was delighted to receive the invitation to your daughter’s wedding on March 5th. I am very pleased to accept，and look forward to meeting you there.Yours sincerely，Peter J. SmithStep 4 Everyday English1) b 2) a 3) b 4) aStep 5 Look at the sentences in Listening and Vocabulary activity 4 and complete the sentences below with should or must.Step 6 Work in pairs. Guess the customs by completing the advice with should ，shouldn’t must or mustn’t .Step 7 The teacher shows some other sentences patterns.1. Asking for advice.2. Advising somebody to do something.3. Advising somebody not to do somethingPeriod 5 GrammarStep 1 PresentationStep 2 拓展语法我们知道，引导条件状语从句最常用的连词是if，由if引导的条件状语从句表示在某种条件下某事很可能发生。
高一英语外研必修4Module 3 Body Language and Nonverbal Communication教学设计
Module 3 Body Language and Non-verbalCommunicationPart One Teaching Design第一部分教学设计Period 1 Reading—Saying It Without Words■Goals●To learn to read passages with Adverbial clauseof condition and Adverbial clause of concessionabout body language●To learn to read with strategies■ProceduresStep 1: Warming up by defining Body LanguageBody language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, itis one category of paralanguage, which describes all forms ofhuman communication that are not language.Warming up by telling about your classmate’s body languageHi, class. Look at my facial expressions. What do I mean by these expressions? Now, look around and tell the class what you find by studying your classmates’ body language.Step 2: Before you readPlease go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.Step 3: While you read1.Type of writing and summaries of Saying It Without Words2.A diagram of Saying It Without Words3. Complete the article with one word in each blank.We find examples of _1_ body language very often, yet there is also “learned” body language, which is different from _2_ to culture.Every culture has turned out a _3_ way to greet strangers, to show them we are not aggressive. Traditionally, Europeans and Americans _4_ hands when greeting strangers. Traditionally in China, we see people putting the right _5_ over the left and bowing slightly. Muslims give a “salaam”. That is touching their heart, _6_ and forehead. Hindus join their hands and bow their heads in respect. American youths often _7_ each other with the expression, “Give me five!” One person then holds up his hand, palm _8_ and five fingers spread. The other person raises his hand and slaps the other’s open hand _9_ the head in a “high five”. Body language is fascinating for anyone to study. People give away _10_ moreby their gestures than by their words. Look at your friends and family and see if _11_are a mind reader!4. Answer the reading comprehension questions according to the text.1. Is unconscious body language a kind of “learned” body language?A. No.B. Yes.C. Maybe.D. Sure2. We use “learned” body language when we are _____.A. introduced to strangersB. greeting someoneC. carrying a weaponD. busy with the talking3. Greetings in _____ countries do not involve touching the other person.A. AfricanB. EuropeanC. AmericanD. Asian4. What does the phrase “give away” mean in the sentence “People give away much more by their gestures than by their words.”?A. expressB. offerC. sendD. findStep 4: After you read1. Copy all the useful expressions into your Expression Book.2.Closing down by making sentencesYou are going to make your own sentences with the expressions form this module.Period 2 Grammar—Adverbial clause of condition and Adverbialclause of concession■Goals●To learn to understand and use Adverbial clause of condition and Adverbial clause of concession about body language■ProceduresStep 1: Learning about Adverbial clause of condition引导条件状语从句的连词和词组有if，unless，once，as / so long as，so / as far as，in case，provided (that)，providing (that)，suppose (that)，supposing (that)，given (that)，assuming (that)，on condition (that)等。
外研版高中英语必修4《Module 3 Body Language and Non-Verbal Communication》word教案
Teaching PlanModule 3Reading Body Language and Non-verbal Communications Teaching content：Module 3 of Book 4 Body Language and Non-verbal Communication introduces us different body languages in different cultures. In this module, students should learn some useful words and phases about the common gestures. At the same time, students not only can know the importance of body language and non-verbal communications but also can get some basic communicational skills.Teaching goals1. Learn some useful words and expressions about body language.2．To learn to read with some reading strategies3. Use proper body language to communicate with each otherTeaching important points：1．To master some words and phrases about body language. Such as: bow, slap, hold up, make a deal and so on.2．To develop students reading ability of skimming and scanningTeaching difficult points：How to make students fully understand the textTeaching methods ：Brain storm ；task-based teaching ；communicative teaching，individual work；pair work ；group work .Learning strategies ：Summarize words and phrases related to body language ；get and process important information in the course of reading by using the reading abilities of skimming ，scanning and guessing new words from the context .Teaching aids：Multimedia ，a play recorder ，blackboardTeaching procedures：Step 1 Lead in1．Arouse students’ interest in the topic Body Language and Non-verbal Communication by showing them some pictures of different gestures of Yao Ming.2．Brainstorm means of non-verb communication, and then show some pictures of communication means to review and learn some words related to body language and gesturesStep 2 Listening1. Improve students’ listening ability by listening to the tape, with the task of finding out what the meaning of these gestures are mentioned in the tape in mind. (Individual work)2. Check answers with students by showing the pictures of transport means mentioned in the text.Step 3 Scan readingFind the main idea of the passage by skimming (individual work)Question1: Which is the best title of the passage?Question2: Get the main idea of each paragraph and then finish the exercise.Step 4 carefully reading to find some specific information(First individual then pair work; then check answers with whole class)Read the text again and say if the following statements are true (T) or false (F)1. Not all body language is conscious. (T)2. Europeans shake hands with their left hand. (F)3. In Asia, people touch each other when they meet. (F)4. In the US a “high five” is a way of saying hello. (T)5. A “high five” is a formal gesture. (F)6. Body language is less communicative than spoken or written language. (F)7. “Learned” body language is universal. (F)8. We shake hands only with strangers. (F)Step 5 Language pointsDealing with some difficult point by explanation so that students can learn how to use some new words and phrases.Step 6 Practice (individual & pair work)Complete the sentences with the words given (p. 23 Activity 3)Step 7 Group workFind how to greet in different countries in the text by reading the text again.Step 8 DiscussionChoose one of the following situation to act out，using the proper body language to help you.1. Meet a friend and talk to each other.2. Show someone the way in the street.3. See a friend in the distance and greet him/her.4. Enter a friend’s house and talk with him/her.Step 9 Summery & HomeworkFinish activity 2-3 after classFind out the difficult sentences in the passage.Retell the phrases in the passageTeaching PlanModule 3 of Book 4Reading Body Language and Non-verbal Communications高一英语组朱一丹。
高一外研必修4 Module 3 Body language and Non-verbal Communication 公开课教案
Module 3 Body language and Non-verbal Communication Ｉ．模块教学目标III. 教材分析与教材重组1. 教材分析本模块的中心话题是“肢体语”和“非言语交际”, 所谈论的话题涉及打招呼, 拍手, 文化意识等, 旨在通过模块教学使学生学会使用描述“肢体语”和“非言语交际”的词汇, 就“肢体语”和“非言语交际”这一话题发表建议、观点, 并能写出合乎规范的请柬和回复。
1.1 INTRODUCTION 通过设置的四幅图片和听力训练, 谈论各种情况下的肢体语, 这一部分呈现了本模块的中心话题,学生可以复习巩固有关体态的词汇。
1.2 READING AND VOCABULARY是有关世界各地打招呼的体态语，在这一部分中，学生除学习新的词汇、句型和训练阅读技巧外，对打招呼的体态语也有更深刻的认识。
1.3 GRAMMAR 1 呈现了条件状语从句并辅以练习，使学生对条件状语从句有初步认识。
1.4 LISTENING AND VOCABULARY 分两部分，一部分是学习有关身体部位的词汇，另一部分是听力训练。
这两部分不仅使学生学习新词、也训练其听力。
1.5 FUNCTION 呈现了用SHOULD和SHOULDN’T、MUST和MUSTN’T提建议并辅以练习，使学生掌握用SHOULD和SHOULDN’T、MUST和MUSTN’T提建议这一用法。
1.6 GRAMMAR 2 再次呈现了条件状语从句，同时辅以练习，使学生在GRAMMAR 1的基础上，进一步了解条件状语从句的用法。
至此，学生对条件状语从句有一个整体的认识。
1.7 PRONOUCIATION 通过听英语、美语两种不同的方言，让学生辨别英、美语在发音上的一些差异。
1.8 SPEAKING 是让学生谈论有关中国的风俗习惯，并练习条件状语从句以及SHOULD和SHOULDN’T、MUST和MUSTN’T的用法。
同时培养学生的合作精神。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
People from ____________ ___________ and ___________ in respect.
__________________ have an informal greeting. They _____________ their hands and __________ their fingers and then _________ their hands above the head with the expression ___________.
Careful reading 1
Read para.1 and fill in the blanks. words and spoken ______ words sentences written words
Communications
body positions body language unconscious __________ body language learned _______body language
fascinating body language
Para 4
Para 5
greetings in western countries
American youth’s greeting today
Tips: Read the first sentence and last sentence of each paragraph to get the main idea.
Matching work
Find the main idea of each paragraph.
Para 1
Greetings in different cultures
greetings in Asian countries
Para 2
Para 3
the definition of body language
Read the whole passage and fill in the blanks. but Words and sentences are important in communication, ______
written (write) we communicate with no only spoken words and _______ varies (vary) words, but also body languages. Body languages ________ from culture to culture. Every culture has its own way to greet strangers. traditionally __________ which means (traditional), Europeans and Americans shake hands, _______ they trust each other. Chinese put the right hand over the left and slightly and bow their then bow ________(slight). Hindus join their hands ______ heads in respect. Today, some American youths have very informal style of greeting. They greet with theexpression ________(express) “Give me five”. One person then holds up his hand, spreads the fingers and slaps the other’s open hand above the head. more (much) information than Body language can give away _______ words. It is fascinating ____________ (fascinate) to study.
me/I commander understand
In our daily life, we use the body language as well. Look at the pictures below.
seven love
money
What does the “body language” in the picture mean?
陌生城市的求助; 破解难题后的兴奋；游戏中的配合 春游中的故事 is body language? Various greetings around the world Body language is fascinating!
Homework
Write down your opinion about:
If you're happy and you know it, and you really want to show it.
If you're happy and you know it do all three (clap, stomp, hurray!).
Congratulations _____________ When we feel ___________ cheerful/ excited .
Careful reading 2
Read para.2-4 and mark T/F.
T 1) Not all body language is conscious. T 2) Europeans shake hands with their right hand.
F 3) In Asia, people touch strangers when they meet.
F 4) A “high five” is a formal style of greeting.
an informal
didn’t touch
Read Para2—4 loudly. Then describe the gestures in the pictures and imitate(模仿) the “body language”.
Group Work
Make a dialogue in groups with much body language to represent a scene in our daily life. Use more obvious body language and less words.
Any topic is OK. For example:
Can you think of other scenes(场景) in which we use body language?
Special Force
A Mysterious Group
Some body language of the special force
see
kill
enter/go
People from ________________ shake hands with their _______ hands when they _________________.
People from ________ put their _________ over ________ and ____________ to show their ____________ to each other.
Question: Body Language or verbal communication
临邑第一中学 信方政
Choose the best title.
A. Saying It Without Words B. When in Rome, Do as the Romans do C. Greeting Around the World with Body Language
D. Read My Mind
If you're happy and you know it stomp your feet (stomp, stomp).
If you're happy and you know it, and you really want to show it. If you're happy and you know it shout hurray (hurray, hurray).
Module3
Body Language and Non-verbal Communication
If you're happy and you know it clap your hands (clap, clap). If you're happy and you know it, and you really want to show it.
When we feel_________ anxious .
clap hands and ______ stomp feet We ______ happy to show we are _______.
Module3
Body Language and Non-verbal Communication