外研版必修4---Module3教案

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英语必修ⅳ外研版module3教案1

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 scanning Teaching 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 passage。

外研版必修4---Module3教案

Module Three Body Language and Non-verbal CommunicationPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.How to let the students understand the body language in different countries and use them correctly;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inIn communication,spoken and written words are very important,but we communicate with more than words and sentences.Body language is as important,such as body positions,gestures,expressions and so on,and body language varies from culture to culture.This module,we will talk about the topic:Body Language and Non-verbal Communication.【verbal['vɜːb(ə)l]adj.词语的, 言语的, 字句的；口头的；动词的n.非谓语动词; 非限定动词】Step 2 Introduction1.Activity1 on P21Read through the given information to understand and match the verbs with the pictures.Call back the answers.2.Activity2 on P21Listen the first time to get the main idea and match the situations with the pictures;introduce the main idea of the listening material briefly and compare the answers;listen again to understand it better.3.Activity3 on P21Read through the given information to understand the requirement;choose one or two situations to make sentences after the example;ask some students to show their answers to the class.4.Activity4 on P21Read through the given information to understand and make a choice.If possible,ask some students to give reasons for their choices.Step 3 While-readingNext,we will read a passage about body language around the world.1.Fast reading[Activity 1 on P22]Skim the text as quickly as you can to get the main idea and choose the best title;Call back the answers and explain if necessary.2.Careful reading[Activity 2 on P23]Read through the text carefully to get more details and then tell if the statements in Activity 2 on P23 are true or false;Call back the answers and explain if necessary.While reading,please underline some language points or what you don`t understand.nguage points【Ref:Notes to the text】Go through the passage with the students together to explain some language points.Step 4 Post-readingGo through the text again quietly to understand it better.Time permitting,listen to the tape and follow it.Then finish Activity 3 on P23.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.Although these are very important, we communicate with more than just spoken and written words. 尽管这些很重要, 但我们并不只是通过口头和书面语言交流。

英语必修ⅳ外研版module3教案

高中英语新标准（外研版）必修4 Module 3Body Language and Non-verbal Communication山东烟台招远三中外语组刘刚Aims:1.To learn another way of communication---body language2.To understand the different gestures in different countriesDifficult and main pointsThe usage of the following phrases: more than on guard involve give awayTeaching StepsStep 1: ListeningT: Open your book and turn to page22. Today we are going to learn the “Reading and vocabulary” Let’s see part 1There are four titles, read them and then close books. Listen to the tape carefully to see what the passage is about and choose the correct answer (Play the recorder 3 minutes)When it is over give the students 5seconds to choose the best title. Then check the answer and ask the Ss to give the reasonT: Can you tell us the reason why you choose the first one/ the second /the third /the last?S: (a. b. c. d)Then give the right answer.---Greeting Around the WorldT: Now let’s see Part 2.There are six sentences about the passage, read them quickly and listen to the tape again and decide which ones are true and which are falseListen, you should not only get the answers to the Part 2 , but also check the answer to Part 1(Play the tape again 3 minutes)After it finishes give the students 15 seconds to finish the questions Check the answersT: Who can give us the answers?S: (A.B.C.D)I don’t tell you whether you are right or wrong let’s go to the second step---ReadingStep 2. ReadingT: You have only 2 minutes to read the passage, while you are reading the passage you have two duties one is to check whether your answers in Part 2 are right and find out the right ones, the other is to find and underline the words in the box in Part 3( 2 minutes later)T: Now let’s see Part 2 again. Who can give us the right answers and give the reasons and correct the false ones if necessary..S: (a. b. c. d)T: Please hands up if your answers are all right. (You are very good, the others don’t be discourage, you can succeed, too if you keep working hard, listening and reading more) （检查阅读结果，表扬全对的同学，鼓励有错的，提高他们的积极性）T: OK. Now let’s see the words in the box in Part 3. First read them after me (twice)T: Who would like to guess the meanings according to the context?(Help them if they can’t)T: Now that you have known their meanings, choose them to fill the blanks. Pay attention to their forms ( 3 minutes )T: Now please discuss your answers in pairs and learn the reasons at the same time.Check the answersT: Read the passage carefully again and underline the difficult points you think, after you finish, discuss in pairs or in groups of four to try to solve them. ( 7 minutes )(Write the main points on the blackboard)T: Do you have any questions? If you have, hands up.T: Studentplease tell us your questions.1,S1: …T: Now let’s see who can answer his/her questions. ( If it is difficult for students, help them.)T: Look at the blackboard, please, let’s see the points1. Although these are very important, we communicate with more than just spoken and written wordsMore than: 意思：不仅是，远甚于Hibernation is more than sleep. It is a deep sleep.More than 还有其他用法，1）do more than do sth. = not only do sth.Teachers do more than teach us school lessons. They educate us to be useful persons.2)more than = not only or verya.Hearing the news, he was more than a little angry.b.I am more than satisfied with what you said.c.Don’t force me to say more than I want to2. Like other animals, we are on guard until we know it is safe to relax.On guard : 值班，当班，提防着The solider is on guard.Let us be on our guard against thieves.3. Greetings in Asian countries do not involve touching the other person, but they…involve the handsInvolve:涉及，包括This project involves a lot of workDon’t involve other people in yours trouble.其他用法be involved in 包含在……, 与……有关, 被卷入All the children were involved in the school playHe was involved in working out a plan.be involved in trouble4. People give away much…by their wordsGive away: 散掉, 给掉(钱财等), 泄露, 出卖He gives away all his pictures.Don’t give away the secret.He was given away by one of his companies.Step 3 Speaking ( 5minutes)T: Now we have known that body language can help us communicate and there are different gestures in different countries. The same gesture has different meanings in different cultures.What gestures do you know and what are their meanings, would you like to tell us?T: First I give you two examples:Bow: to show respectWaving your hand: say hello to someoneSs: …Step 4 MemorizingT: Now memorize the content of the passage.课程设计思路：宏观设计:1.学英语目的是听,说,读,写全面提高,本节课的设计主要围绕这一目的设计的,涉及听,说,读三个方面。

2019外研版高中英语选择性必修四Unit3 Understanding ideas 板块教学设计

Teacher’s activity
Students’activity
Activity 1
1.Before class, encourage Ss to collect pics and info about Dunhuang and Mogao Caves.
2.Dividethe classinto groups to discuss aboutthe pics and info they’ve collected. Ask Question 1&2.
3.AsksSs togo on reading the rest of the article. Questions are need to help.
anize group work to discuss and finish the diagram on Page 28.
5.Check the answers, and invite someSs to retell the passage.
Activity 4
(Design 1)
1.Guide Ss into the roles of a tourist and a guide.Ask necessary questions to help.
2.Ask Ss to read in details the 1stand 2ndparagraphs (in the role of a tour guide).
3.Chooseone or twogroups to share theirresults with the class.
1.Before class, collect pics and info about Dunhuang and Mogao Caves.

高一英语外研必修4Module 3 Introduction教案

高一英语外研必修4Module 3 Introduction教案1.2.Boy: The theatre? Yes, it’s over there, on the other side of the road.3.Boy: I’m going to miss you!Girl: I’ll phone you when I arrive.Answers:a )3 b) 4 c) 2 d)1 .Step 3 Finish activity 3 The teacher may divide the whole class into several groups. Each group finishes 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, “Pleases to meet you.”1.meet a friendI shake hands and say, “Pleases to meet you.”2.Show someone the way.I point in the direction they must go.3.see a friend in the distanceI wave my hand.4.Enter a friend’s house.I shake hands and say, “Hello, pleased to see you.”5.say yes.I nod my head up and down.6.say noI 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 4Finish 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. Perhapsmore than with words.2.Can you give reasons for your choice(s)?。

外研版必修四Module 3教案

Learn the following phrases and sentence patterns: Phrases: hold up, spread fingers, give a salaam, join their hands, bow their heads…. Sentence patterns: The gesture means… and usually i used in…. （2）To get the students have a better understanding of the text （3）To train the students’ ability of guess words’ meaning by read the sentence
4). Can use the context to guess new words （1）Learn to read with some reading strategies （2） Improve students’ integrated abilities of speaking and reading （3）Learn to introduce a great philosopher.
The group discusses the questions and the group leader choose one picture to describe and gives out the answers.
The group discusses the questions and the answers the teacher's questions group by group.
Pre- reading
The teacher shows Ss three pictures and asks them

外研版高一英语必修4_Module3_单元核心知识讲解

高考加分，虽然根据（教育)部四年前发布的一个通知，一些省份已经取消此类规定。
考题链接
考题链接
考题链接
批语
被动语态的特殊形式，如主动形式表示被动意义等也会成为语法填空等题型的考查重点。 ①只有能接宾语的及物动词才有被动语态。有些特殊的及物动词短语没有被动语态，如：belong to， date from, consist of 等 He keeps telling his students that the future belongs to the well-educated people.他不断告诉他的学生未来属于受过良好教育的人。 ②不及物动词不能接宾语，所以没有被动语态。常用的不及物动词和短语有：appear, disappear, happen, lie, remain, come true，take place，run out 等 The palace caught fire three times in the last century, and little of the original building remains now.上个世纪这座宫殿着过三次火，现在原来的建筑所剩无几。
全部否定
none/no one没有人 nobody 没有人 nothing什么也没有 never从来没有 nowhere哪里都不 neither 两者中任何一个都不
部分否定
not all/all..not 并非都 not every/every...not 并非每一个 not both/both..not...并非两个都
考题链接
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高考佳句
(2017 天津）What to do? Here are four common email accidents, and how lo recover.

高中英语外研版必修4【教学设计】Module 3

Module 3 Body Language andNon-verbal CommunicationThe topic of this module is “Body Language and Non -verbalCommunication”. Relatedinformation is introduced through reading and listening. The reading part givesa brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening, speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’ language skills and communication ski lls.2. Use proper body language to communicate with each other3. To learn to read with some reading strategies4. Learn more about the different culturesImportant points ：To practice the skills of reading, such as fast-reading and careful reading.To comprehend the passage wellIncrease their awareness of communicationDifficult points:1. Some difficult sentences in this passage.2. Retell the text.1. A projector2. Multimedia3. The blackboardPeriod 1 Introduction & Reading and VocabularyStep 1: Warming-up1.Present a picture of a word “Hello”. Ask the students to find out “What spells the word?” Theanswer is human bodies.2.Play a video, and think about a question “If people express themselves by doing, whatlanguage do they use?” The answer is body language.3.Show some pictures for free discussion. When and where can we use the body language? Step 2: Introduction Activity 11. In our daily life we often use some simple body language such as point, smile, wave, and shake. Give present 4 pictures and the students match the 4 words with the 4 pictures. (P 20 Introduction Activity 1)2. Play a video to gives the students some examples of body language and ask them to think about more body language while watching.Step 3: Speak and Act1. Pair work: One student uses his/her body language to act and the other guess what his/her partner wants to express. The students can refer to P 20 Introduction Activity 3. There are 8 situations for them to use the body languages. 1. meet a friend2.Show someone the way.3. see a friend in the distance4.Enter a friend’s house.5. say yes.6. say no7. say who? Me?8.say goodbye.2. Group work: choose 4 best actors from different 4 groups. These students use his/her body languages to express themselves and the others guess.Step 4 Pre-reading1.Go over the new words.2.Prediction: Present a picture and lead the students to talk about the picture, and grasp the。

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。

高中英语Module4SandstormsinAsiaSectionⅢGrammar动词不定式和but+不定式教学案外研版必修

Module 4 Sandstorms in Asia Section Ⅲ Grammar 动词不定式和but＋不定式语法图解探究发现①Experts hope to learn more about the movement of thunderstorms.②There was nothing to be done.③The storms sometimes continue all day and traffic moves very slowly because the thick dust makes it difficult to see.④When a sandstorm arrives in the city, weather experts advise people not to go out.⑤It is difficult to breathe and the dust makes me ill.⑥To prevent it coming nearer, the government is planting trees.⑦My job is to teach.⑧I can do nothing but wait at home.⑨She has no choice but to give in.[我的发现](1)①～⑦句中，不定式在句中分别充当宾语、定语、宾语、宾语补足语、主语、状语和表语。

③句中，it为形式宾语；⑤句中，it为形式主语。

(2)由④句可知，不定式的否定式为not_to_do。

由②句可知，不定式的被动式为to_be_done。

(3)由⑧⑨句可知，不定式在介词but后面时，如果but之前有行为动词do的各种形式，则介词后的不定式不带to，否则带to。

一、动词不定式(一)动词不定式的时态和语态语态主动被动时态一般式to do to be done进行式to be doing /完成式to have done to have been done1之后发生。

外研版高中英语必修四备课Module及经典时文背诵教案

Module3 Body Language and Non-verbal Communication Words and Expressions及经典时文背诵Section 3 Words and Expressionscommunicatev.1. transmit thoughts or feelings:He communicated his anxieties to the psychiatrist.2. transmit information:Please communicate this message to all employees.3. be in verbal contact; interchange information or ideas:He and his sons haven't communicated for years.varyvi. & vt. If things of the same type vary, they are different from each other, and if you vary them, you cause them to be different from each other:Salary scales vary between states/from state to state/according to state/with each state.The samples varied in quality but were generally acceptable.aggressiveadj.1 behaving in an angry and violent way towards another person:Men tend to be more aggressive than women.If I criticize him, he gets aggressive and starts shouting.2 determined to win or succeed and using forceful action to achieve victory or success:an aggressive election campaignaggressive marketing tacticsBoth players both won their first-round matches in aggressive style. gesturen.1. [C, U] a movement that you make with your hands, your head or your face to showa particular meaning:He made a rude gesture at the driver of the other car.She finished what she had to say with a gesture of despair.They communicated entirely by gesture.The prisoner raised his fist in a gesture of defiance as he was led out of the courtroom.2. [C] sth. that you do or say to show a particular feeling or intention:They sent some flowers as a gesture of sympathy to the parents of the child.It was a nice gesture (= it was kind) to invite his wife too.We do not accept responsibility but we will refund the money as a gesture of goodwill. The government has made a gesture towards public opinion (= has tried to do sth. that the public will like).The Government donated £500 000 as a gesture of goodwill.Not having butter on his potatoes was his only gesture towards healthy eating.dealn.an agreement or an arrangement, especially in business:a business dealThe unions and management have made a two-year pay and productivity deal. I'll make/do a deal with you - you wash the car and I'll let you use it tonight.She got a good deal (= paid a low price) on her new house.Is industry getting a raw/rough deal from (= being unfairly/badly treated by) the EU?involvev.to include someone or something in something, or to make them take part in or feel part of it:The second accident involved two cars and a lorry.I prefer teaching methods that actively involve students in learning. [+ ing form of verb]The operation involves putting a small tube into your heart.Research involving the use of biological warfare agents will be used for defensive purposes.She’s been involved with animal rights for many years.It would be difficult not to involve the child’s father in the arrangements.Dinner at Joe’s always involves at least six courses.Don’t involve me in your family affairs!His story completely involved me during the entire afternoon.The tower was involved in mist.This decision involves many changes.bow (BEND)vi. & vt.to bend your head or body forward, especially as a way of showing someone respect or expressing thanks to people who have watched you perform:They bowed to the Queen.We bowed our heads in prayer.He bowed down (= very low) before (= in front of) the king and begged for mercy.spreadn.1. [U] an increase in the amount or number of sth. that there is, or in the area that is affected by sth.:to prevent the spread of disease,to encourage the spread of information,the spread of a city into the surrounding areas2. [C, usually sing.] a range or variety of people or things:a broad spread of opinionsv. strew or distribute over an area:He spread fertilizer over the lawn.A big oil spot spread across the water.The invaders spread their language all over the country.The infection spread. Spread cheese on a piece of bread.Spread the bread with cheese. The rumor spread.Spread your arms. Spread information.slapvt. -pp- to hit someone with the flat part of the hand or other flat object: She slapped his face.She slapped him across the face.INFORMAL Her husband has been slapping her around (= hitting her repeatedly), but she's afraid to go to the police.His friends slapped him on the back when he said he was getting married (= hit him lightly on the back in a friendly way to express pleasure at what he had done).When her ideas were rejected, she slapped her report (down) on the table and stormed out of the meeting.consciousadj.1. intentionally conceived:a conscious effort to speak more slowly2. knowing and perceiving; having awareness of surroundings and sensations and thoughts:Remained conscious during the operation.bend (CURVE)vi. & vt. bent, bent to (cause to) curve:I bent down and picked up the coins lying on the road.Now, bend forward/over and touch your toes!Make sure you bend your knees when you’re picking up heavy objects. The road bends to the left after the first set of traffic lights.After her fall she complained that she couldn’t bend her leg properly. hugn. a tight or amorous embrace:Come here and give me a big hug.We always exchange hugs and kisses when we meetv.1 to hold someone or something close to your body with your arms, usually to show that you like, love or value them:Have you hugged your child today?They hugged each other when they met at the station.Emily hugged her teddy bear tightly to her chest.She sat on the floor hugging her knees (= with her knees bent up against her chest and her arms around them).Whenever I travel in the city I make sure I hug my handbag tightly to me.2 to stay very close to something or someone:The road hugs the coast for several miles, then turns inland.This type of car will hug (= not slide on) the road, even in the wettest conditions.a figure-hugging dress3LITERARY to keep something that comforts or pleases you private or secret: I hugged the idea to myself all through dinner.staren. a fixed look with eyes open wideShe gave him a long stare but didn't answer his question.v. look at with fixed eyes:The students stared at the teacher with amazement.Don’t stare at people like that, it's rude.Chuck sat quietly for hours staring into the distance, thinking of what might have been.During the press conference, each boxer tried to stare the other down/UK ALSO out (= force the other to look away by continual staring).wipev. to slide something, especially a piece of cloth, over the surface of something else, in order to remove dirt, food or liquid:Have you got a cloth that I can wipe the floor with?I’ll just get a sponge and wipe the crumbs off the table.Don’t wipe your nose on your sleeve!Someone has wiped their dirty hands on my nice clean towel!n.1 an act of wiping:I’d better give the floor a quick wipe before someone slips on it.2 a piece of soft, wet cloth or paper that you use for wiping:baby wipesblankadj.1. empty, with nothing written, printed or recorded on it:Sign your name in the blank space below.a blank CD,Write on one side of the paper and leave the other side blank.She turned to a blank page in her notebook.2. (of a wall or screen) empty; with no pictures, marks or decoration:blank whitewashed walls,Suddenly the screen went blank.n.1. [C] an empty space on a printed form or document for you to write answers, information, etc. in: Please fill in the blanks.If you can’t answer the question, leave a blank.2. [sing.] a state of not being able to remember anything:My mind was a blank and I couldn’t remember her name.panicn. sudden mass fear and anxiety over anticipated events:Panic in the stock market.v.1. cause sudden fear in or fill with sudden panic:The mere thought of an isolation cell panicked the prisoners.2. be overcome by a sudden fear:The students panicked when told that final exams were less than a week away. requestn. a formal message requesting sth. that is submitted to an authorityv.1. express the need or desire for; ask for:She requested an extra bed in her room.2. ask (a person) to do sth.:I requested that she type the entire manuscript.3. inquire for information:I requested information from the secretary.performancen.1. any recognized accomplishment:They admired his performance under stress.2. the act of performing; of doing sth. successfully; using knowledge as distinguished from merely possessing it:They criticized his performance as mayor.We congratulated him on his performance at the rehearsal.They listened to ten different performances.They compared the cooking performance of each oven.classicaladj.traditional in style or form, or based on methods developed over a long period of time:Does she study classical ballet or modern ballet?He is one of our greatest classical actors.Classical methods of navigation.Do you prefer classical music like Mozart and Mahler, or pop?The mature works of Haydn, Mozart, Beethoven and Schubert belong to the Classical period.I love the classical lines of his dress designs. prolongv.1. lengthen or extend in duration or space:Prolong the treatment of the patient.2. lengthen in time; cause to be or last longer:We prolonged our stay.infectiousadj.1. easily spread: Fear is exceedingly infectious.2. caused by infection or capable of causing infection。

外研版高一英语必修四第三模块教学设计

与同桌进行讨论，弄清楚文章脉络。
训练学生听力及快速阅读能力。
通过多媒体的使用，更直观地帮助学生在头脑中建立文章的脉络。
三、【精读】
1.邀请一位学生朗读文章第一段，之后提出问题，并运用多媒体手段拓展学生课外知识。
2.要求学生默读第二至四段，即文章第二部分。之后展示图片进行逐段讲解。
3.学生齐读文章最后一段，讲解其中个别难句。
本节课的优点主要有以下几点：
1、导入部分：以“There are so many teachers today, what should we do for their coming ?”开始，既自然而然导入“Clapping our hands（welcome），”进而联系到主题Body Language，又在一定程度上缓解了众多老师前来听课造成的学生心理紧张。情境创设较为自然、合理。
三、教学资源与策略
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。
总之，本节课所显现的优点，我会积极地继承并且发展，而暴露出的缺点，我会认真反思、改进，以期在今后的教学工作中实现新的突破。
九、板书设计
Part1: para1
spoken words eye contact
written words facial expression
body language gesture
对文章深层次的理解及细节的欣赏。

高中英语新课标外研版必修4教案Module3

Module 3Body Language and Non-verbal CommunicationPeriod 1IntroductionThree Dimensional 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.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’ correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching 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 ProceduresStep 1 Lead-inT:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.) Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.)Step 2 Match the verbs in the box with the picturesThe teacher reads the words,followed by the students and performs each word’s meaning with gestures.T:Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.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.Listen to it again.This time you need to listen very carefully and make every effort to get thedetails.Meanwhile,match the situations with the picture above.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.Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile and some situations in which you use body language such as meet a friend,show someone the way,say no and so on.HomeworkRemember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.The 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 VocabularyThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions.Learn some facts about body language.Process and StrategiesMake the students know more about body language and communication customs as well as cultures in different countries and areas.Feelings and ValueMake the students have a better understanding of body language and non-verbal communication.Inspire their interest in different customs and cultures of different countries and areas.Encourage the students to learn and use such body language to communicate with each other through their action.Teaching 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 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.)communication position unconscious aggressive gesture involve bow slapspread bend hug stare formal informal communicate with make a deal mind readerhold up vary from...to...be busy with give away on guardLet 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.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 peoplewho live in different parts of China?3.How do you communicate the following with body language?Thank you!No.Yes.I don’t e here.Step 3 Fast readingRead the passage quickly and summarize the main idea of each paragraph.After a few minutes,the teacher checks the main ideas they summarize.Step 4 Intensive readingThis 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 studyEx.1 Complete the sentences with the words given.(The teacher shows the words and exercise on the screen.)Aggressive deal gesture greet formalinformal position trust unconscious Weapon1.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 don’t know.1.weapons2.aggressive3.greet4.position5.unconscious6.deal7.gesture8.trustrmal10.formalEx.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.Step 6 Listening and consolidationListen carefully.Pay attention to the pronunciation and intonation.Step 7 Summary and homeworkT:In this period we have learned some vocabulary and please try to keep them in mind after class.Through the reading of the text we know something about body language and non-verbal communication.We have learned that different people have different ways of making communication through body language.After class,please read this passage again and again till you can recite it or retell it in your own words;meanwhile,try your best to master the useful expressions in this period.What’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.So much for today.Good-bye,everyone!Activities and Research1.Find out more information about body language.2.Encourage the students to use the body language they have just learned.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare atmake a dealbe involved invary from...to...be busy doing sth.Record after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 3Grammar 1;Listening and VocabularyThree Dimensional Teaching 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.Process and StrategiesMotivate the students’ enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.Teaching 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 ProceduresStep 1 Revision and lead-inThe teacher check the students’ homework of yesterday—reciting or retelling the reading passage.Step 2 Grammar 1Page 23.Look at the following sentences from the passage.Read them and pay attention to the conjunctions when and if.They are used to connect sentences or parts of sentences.Then finish the exercise below.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 blackboard)ankle chest eyebrow finger forehead knee lips shoulder wrist(The teacher displays the following words on the blackboard.)bend bow clap hug kiss nod raise stare wipeT:Let’s put them into use through the following exercise.Complete the sentences with the words in the box above.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 you’re hot you can __________the sweat from your forehead.8.At the end of a concert or a play it is usual to__________.(The teacher gives a few minutes for the students to prepare.)Step 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.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe third periodfor the first timeshow sb.the waynod one’s headtake...offshake hands with sb.a bottle ofthank sb.for sth./doing sth.Record after Teaching______________________________________________________________________________________________________________________________________________________________________________________________________Period 4Function;Grammar 2;Pronunciation;Speaking Three Dimensional Teaching 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.Process and StrategiesEncourage the students to speak in class through organizing some practice.Feelings and ValueThrough listening to and making comparisons between an American accent and a British accent,train the student’s cooperation concept and deepen their understanding of American English and British English.Teaching 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 ProceduresStep 1 Revision and lead-in(Omission)Step 2 FunctionLook through these sentences and underline the modal verbs.Then discuss with your partners to see in which situation people use them to give advice.(Show the following on the blackboard.)1.We use the modal verb __________to give advice.2.We use the modal verb __________to give strong advice.3.You __________means It’s a good idea to...4.You __________means It’s very important to...Step3Work in pairs and complete them with should,must and their negative forms by guessing.Part1.Here are three sentences with adverbial clause of condition.Read them through and answer the questions below.Practice:Step 4 SpeakingFirst please look at the instructions and ensure that you know what to do.T:Now I divide you into groups of four to prepare the same role play together.(Circulate and monitor their performances.)Step 6 Summary and homeworkHomework today is to practice the American accent after class.That’s all for today.You are dismissed!The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fourth period1.It’s a good idea to do...2.It’s important to do...3.Every time sb.do...4.Your mind goes blank.5.by accident6.by chance7.make a toast8.take a sip9.refer toRecord after Teaching_________________________________________________________________________________________________________________________________________________________________________________Period 5Grammar 3;Writing;Everyday EnglishThree Dimensional Teaching AimsKnowledge and SkillsTo train the students’ speaking.To make the students learn to write a reply to an invitation.To make the students practice expressing themselves by using both everyday English and body language.Process and StrategiesMake the students learn how to use some simple Everyday English in a conversation.Through the analysis of the steps in writing a short reply to an invitation,the students may learn some strategies in writing comparisons.Feelings and ValueThrough the study of this period deepen their understanding of different customs and culture of different countries and areas.Teaching Important PointsLearn to write a reply to an invitation and compare a formal invitation and an informal one.Teaching Difficult PointsMake the students compare two kinds of invitations.Learn to use everyday English to communicate by combining body language.Teaching MethodsPair work and individual work.Discussion.Practice &explanation.Teaching ProceduresStep 1 RevisionCheck their workbook exercises.Have a dictation:communication,aggressive unconscious threatening involve deal spread give away hold up informal etc.Step 2 Grammar 3 Adverbial Clause of ConcessionRead the sentences and choose the correct meaning.You can discuss with your partner if you have difficulty in understanding them.(After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition.Then show the answers on the blackboard)Discuss with your partner and fill in the blanks with whoever,whenever,wherever or however.Step 3 WritingRead the invitations and answer the questions on the book.Step 4 Everyday English1.Can I ask you a favour?A.Can I do something for you?B.Can you do something for me?2.How are you doing?A.How are you?B.What are you doing?3.What on earth can I talk about?A.There’s lots to talk about.B.I don’t know what to talk about.4.Have a great time!A.Enjoy yourself.B.Stay a long time.Step 5 Summary and homeworkHomework today is to make up a dialogue trying to use the useful expressions we have learned.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fifth periodbe rude to sb.switch onrequestsocial occasionsRecord after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 6Cultural Corner;Task;Module FileThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Broaden their eyes with a passage about clapping.Instruct the students to learn to give advice for visitors to China.Process and StrategiesEncourage the students to consolidate what they have learned often.Feelings and ValueThrough the cultural corner the students may know the importance of understanding the differences in customs as well as culture of different countries and areas.Teaching Important PointsMake the students understand clapping deeply.Teaching Difficult PointsHow to give social advice for visitors to China.Teaching MethodsSkimming and explanationTeaching ProceduresStep 1 Revision(Greet the students as usual.)1.Check up their homework exercises.2.Ask a few students to act out their own dialogue.Step 2 Cultural cornerRead through this passage quickly to make sense of the word “clap”.Meanwhile,answer the questions:Why do people clap?When do people clap in China?What about in other countries?Step 3 TaskEvery group sends a representative to write all topics you think out.Step 4 Module fileThis part can be used for the students to check their understanding of this module by themselves,or theteacher may revise what we have taught and learnt with the help of this file.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe sixth periodgiving giftsmeeting peopleeating a dinner conversation topicsgoing to somebody’s houseopening the gifttime you arrivetime you leavegreeting someone ...Record after Teaching_____________________________________________________________ _____________________________________________________________ _____________________________________________________________。

高中英语外研版必修4Module3 课件 (共72张PPT)

1. Guns and knives are two different types owf e_a_p_o_n. s 2. Someone who has a(n) __a_g_g_re_s_s_iv_e_ attitude may
be violent. 3. You can _g_r_e_e_t_ someone by saying “hello” 4. Your _p_o_si_t_io_nis the way you are sitting or standing.
b) I point to the way and say, “go this way please.”
c) I wave my hand and say “hello” d) I give him the gift and say,
“happy birthday to you”. e) I nod my head. f) I shake my hands and my head. g) I open my eyes wide pointing
You have to believe in yourself. That's the secret of success. 人必须相信自己，这是成功的秘诀。
Introduction – 3. Speaking What will you do when…?
1. meet a friend 2. show someone
2. Can you give reasons for your choice?
Reading – 1. Pre-reading What words come to you when seeing the picture?

Module3教学案外研版必修4

Module 3Shake , in troduce, devel op, in volve, jo in the hands.By accide nt, make a toast, take a sipIn comp etiti on with, make a no ise Adverbial clause of con cessi on1. Make stude nts master some new words in the readi ng material.2. Get stude nts know more about body Ian guage and non-verbal com muni cati on. 1. Read and fully understand the text to develop the students ' reading ability.about some body Ian guage in some coun tries.学习内容3HI. Careful Read ingRead p ara.1 aloud togetherandWays of com muni cati onfiSpoken la anguage talking,phoning WrittenIanguage typing,writing Body Ian guagegesture,feeli ngIV. CompIete the following table in groups. Coun tries or areas Way of greeti ngmeaning of the greeti ngEuropean,America nsShake handsI trust you课题In troduction, Sp eak ing课时授课班级考点、知识点学习目标重、难点2. Train students ' speaking ability by talking about body la n guage and lear n学生活动I. lead-i n: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B. Para 1 )Gr Para 5 ____ E )— Group work In dividual work Read and an swer入乡随俗）Body Ian guage varies from culture to culture. Part 1 ings in Asia n coun triesAmerican youth ' s g reeting todayart 2tings in wester n coun tries> Body Ianguage is fascinatingfor anyone to study.PartPara 2 Para 3 Para 4 A)—► B) Gr3V. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing1. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.2. Role play: Here are two situations.For each situation, prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greeti ngs in differe nt coun tries.I. lead-in: Pair Work ( chatting with partners by body IanguageII. Fast Readi ngRead the text quickly and choose the best title. 1 Sayi ng It Without Words2 When in Rome, Do as the Roma ns Do (★ 3 Greet ings Around the World4 Read My Mi ndMatch colu mn A with colu mn B.Para 1 ___ A ) __ . Body Ian guage varies from culture to culture. Part 1 B) Greetings in Asia n coun triesAmerican youth ' s greeting today )Greetings in wester n coun tries E)Body Ianguage is fascinating for anyone tostudy. PartCh ina put the right hand over the left and bow slightly or shake handsshow respectHi ndus Join hands and bow headsrespect Muslims Salaam. touch their heart , mouth and foreheadrespect America nyouthsHigh fivecom mon greet ing入乡随俗）Part 2Para 2 Para 3 Para 4 Para 5III. Careful Read ingRead p ara.1 aloud together and fill in the bla nksSpoken Ianguage talking,phoning 彳Ways of com muni cati on Writte n Ian guage typin g,writi ng .Body Ian guage gesture,feeli ngIV. Complete the following table in groups.Post-readi ngV. La nguage points 1. be con scious of 2. vary with 3. vary from …to 4. in volve sb inVI. Acting and Exp ress ing3. Guessing game: Let one student act out by body Ianguage, and the other sp eak outthe meaning in En glish.4. Role play: Here are two situations. For each situation,prepare a roleplay with their partner, (they can choose either) Use both sp oke n words and body Ian guage to exp ress their ideas.Situati on 1 You are visit ing a city in En gla nd and n eed to buy someappi es. You only know a little En glish and want to know where you can get them and how much you cost.Situation 2 You are playing your cell phone in class when the teacher stands by you … VII. Con clusi on What have you lear ned today? VIII. HomeworkWrite a short p assage about the greet ings in differe nt coun tries.Coun tries or areas Way of greeti ngmeaning of the greeti ng European, America ns Shake handsI trust you Ch ina put the right hand over the left and bow slightly or shake handsshow respect Hi ndus Join hands and bow headsrespect MuslimsSalaam. touch their heart , mouth and foreheadrespectAmerica nyouthsHigh fivecom mon greet ing3. To help the stude nts lear n how to give advice.1. Get Ss to master the adverbial clause and sum up the ways to give advice.重、难点2. Get Ss to master the usage of the important words of this part.学习内容Step 1 Revisi on and lead-i n(Greet the stude ntsas usual.)The teacher check the students ' homework of yesterday —reciting or retell ing the read ing p assage.(The teacher asks a few stude nts to do this.)Ste p 2 Grammar 1T: Ok, so much for the check- up. You must have spent much time preparing教学反思it and gave good performances just now. During your preparation course,you may take no tice of many sentences which are lin ked by conj unctions whe n and if,right? Do you know the structures of these senten ces? Now follow me to lear n themthis class. In this p eriod we are going to deal with Grammar 1 and Liste ning andvocabulary p art. First pl ease open your books and turn to P age 23. Look at the following sentences from the p assage. Read them and pay atte nti on to the conj unctionswhe n and if.课题Grammar 课时 2 授课班级考点、知识点Adverbial clause of con diti onThink of , every time+clause1. To en able the stude nts to use the words and exp ressi ons in thisun it.学习目标2. To en able the stude nts to summarize the ways to use adverbial clause学生活动教学反思They are used to connect senten ces or parts of senten ces. Thenfinishthe exercise below.(The teacher gives the stude nts two or more minu tes to prepare.)(Two or more minu tes later.)T: Have you yet fini shedit?Ss: Yes.T: Now look at the scree n and see if your choices arecorrect.(The teacher shows the an swers on the screen.)Suggested answers:The followi ng stateme nts are true: 1,3, 4 and5T: Well done! From the above two sentences and exercise we can get some in formati on about adverbial clause of con diti on. It describes commonsituatio ns which were in troduced by when and if. Mean while, it usually explains the result of the situatio n in the other part of thesentenceand uses the present tense in both parts. If the main clause is located at the beg inning of the whole sentence, adverbial clause justfollowsit. However, if the result lies at the end of the whole senten ce,theadverbial clause must be put at the beg inning and followed by acomma.Now let s do more exercises. Look at Activit y 2. Read through the p assage in the read ing part once more and try to find more sentenceswith whe n orif.(A few mi nu teslater.)T: Are you ready? Now let ' s check the answers. How many sentences of this kind have you found yet?Ss: 4.T: OK. The first sentence, who shows your an swer toothers?S: If our right hand is busy greet ing some one, it cannot be holdi ng a wea pon.T: Good. Sit dow n, p lease. No. 2? Vol unteer?S: Let me try. If you shake hands with some one, you show you trustthem.ideal house of the future.学习内容学生活动Step I Revision1. Greetings.2. Revision.Step n Listening and VocabularyTask 1 Match the parts of the body in the picture with the words in thebox.Task 2 ListeningThis part is to train the students ' listening ability. Play the tape forthe stude nts to liste n, and ask them to do Exercise 2. After that,askthe stude nts to work in p airs and check the an swers. At last, playthetape again.Task 3 DiscussionMatch the follow ing pi eces of advice with the top ics in activity 3,andhave a discussi on about differe nt po siti ons of one 's body.LstteningSp eakingan sweringTask 4 Sp eakingThe step is intended to make students know how to give advice on differentoccasions.Step 川PronunciationThis step is to help the students to pay attention to American accent and British acce nt in senten ces. Teachers can ask them to un derl inethestressed words and then point out what kind of words belong to the stressedon es. Fin ally p lay the tape aga in, and ask them to pay atte ntion to.Step IV Assignment1. Con solidation2. Go over what you have lear ned in thismodule.课题学习目标重、难点教学反思 Exte nsive Readi ng考点、知识点课时授课班级At the end of, however good they are In comp etiti on with Hold uni versal1.T0 help Ss know the culture of clapping.2.To en courage the stude nts to use this kno wledge to com mun icate with other1.Get the main idea of the two readi ng materials.2. Help the stude nts to lear n how to read fast and get the main ideas quickly.3. Find the main idea for each p aragra ph.4.How to help the stude nts to un dersta nd the difficult Ian guage points in thereadi ng and use them correctly.学习内容学生活动Step I Revision 1. Greeti ngs. 2. Revisi on.Step n Culture corner 1. Lead-i n 2. Skim ming This ste p is to help the stude nts to get a gen eral idea of the p assage.Asking |Readi ngMaking no tesdiscussi onAsk them to read fast and find out what the p redicti ons areabout.3. Careful readingThis ste p is to help the stude nts to gras p some detail in formati on.Askthem to read carefully and then ask some students to tell if the statementsare true. If false, ask them to correct them.4. Readi ngaloudAsk the stude nts to read aloud and find out the Ian guage points inthep assage. Mea nwhile ask them to decide which p redictio n they findmostamusing.5. Lan guagepointsT: Look at the screen. Let' s go through the Ianguage points of this part.a live p erformanee现场演出live adj. 活的，生动的，精力充沛的，直播的ive，alive 和living 都有"活着的，活的”的意思，但alive常用作表语或后置定语；living 既可用作定语，又可用作表语；而live 一般仅用作定语。

Module3教学案外研版必修4.doc

Hindus
Join hands and bow heads
respect
Muslims
Salaam. touch their heart , mouth and
respect
forehead
AmericanHigh fivemon greeting
youths
Post-reading
nguage points
4 Read My Mind
Match column A with column B.
Para 1
A)
Body language varies from culture to culture. Part 1
Para 2
B) Greetings in Asian countries
Para 3
C) American youth
retelling the reading passage.
(The teacher asks a few students to do this. )
Step 2 Grammar 1
T: Ok, so much for the check-up. You must have spent much time preparing
youths
Post-reading
nguage points
1.be conscious of
2.vary with
3. vary fromto
4. involve sb in
3.Guessing game: Let one student act out by body language, and the other
教学反思
课题Grammar课时2授课班级