Module3BodyLanguageandNon-verbalCommunication教案

必修四Module 3 Body Language and Non-verbalCommunicationPeriod 1IntroductionTeaching Important PointsMaster some words, phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by tal king, discussing, making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work, pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Teaching AimsKnowledge and SkillsMake the students master some new words, phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Teaching ProceduresStep 1 Lead-inStep 2 Match the verbs in the box with the picturesT: Just now we have discussed some pictures concerning physical contact and learned some words and expressions. Now open your books and turn to Page 21. Read these four words after me.(The teacher reads the words, followed by the students and performs each word’s meaning with gestures. )T: (Five minutes later) Are you ready?Ss: Yeah. Write your words on the blackboard.(Four students go to the blackboard and write. )T: Now let’s count the words of each group together and choose the group who gives more words as a temporary winner. (During this course, if new words appear, the teacher should explain them and lead the reading or ask a student who knows them to give an explanation. )Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group d. Congratulations.Step 3 Listen and match the situations with the picturesT: In this part you are going to hear a piece of listening material. The first time you need to just listen to the material and try to get the main idea. Are you ready?(The teacher plays the tape for the students. )T: The listening is completed for the first time. Have you got the main idea?Ss: (Some of them) Yes. (But some of them) No.T: OK. Keep silent, please. Let’s listen to it again. This time you need to listen very carefully and make every effort to get the details. Meanwhile, match the situations with the picture above. Ready?Ss: Yeah.T: Let’s begin. (The teacher plays the tape once more. )T: (A few minutes later the listening is finished. ) Have you finished your exercise yet?Step 4 Say What You Do When You. . .T: Work in pairs. Act out the movements and say the relevant words and expressions according to the following situations given in this activity. Five minutes for you to prepare.Step 5 Read and answer the questionsT: In last activity some students performed a lot of situations. This activity is an open one, so different students have different opinions. Choose an answer for Exercise 1 and give reasons for your choice. S a, Would you like to have a try?S a: I choose B. I am a girl with an inward character, so I do n’t communicate with others much. Even if I have to do this, I usually use words instead of body languages.T: Good idea. Who has a different opinion?S b: D is my choice. As far as I am concerned, I’d like to communicate with others very much, and I really love sharing what I love as well as what I hate.During the communicating course, I usually make full use of my body,because only in this way could I express myself completely.T: Outward guy, haha?Ss: . . .Step 6 Summary and homeworkThe Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint, shake, smile, waveshow. . . the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Period 2Reading and VocabularyTeaching Important PointsHelp the students to understand the passage better.Learn and master some important words and phrases in this period.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important Language Points in this passage.Teaching MethodsDiscussion to lead in the reading class.Fast reading to get the main idea of the text.Intensive reading to understand the passage better.Explanation to help the students master some Language Points.Teaching AidsA tape recorderA multimediaTeaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions.Learn some facts about body language.Teaching ProceduresStep 1 Greetings and revisionT: (Greet the whole class as usual. ) Ask the students to act their dialogue out.Step 2 Discussion and lead in(Show the following words and phrases on the screen. )communication position unconscious aggressive gesture involvebow slap spread bend hug stare formal informalcommunicate with make a deal mind reader hold upvary from. . . to. . . be busy with give away on guard(Let the students read the words and phrases after the teacher. The teacher can give a brief introduction to the students if necessary or they may discuss with their partners. )T: Now look at the three questions on the screen and discuss them in groups of four.(The teacher shows the questions on the screen. )1. Can you guess what someone is thinking or feeling by looking at their bodylanguage?2. Do people from different parts of the world use different body language? Whatabout people who live in different parts of China?3. How do you communicate the following with body language? Thank you! No.Yes. I don’t know. Come here.Step 3 Fast readingT: OK! You’ve known something about body language. Now we are going to read a passage, from which we will learn more about body language. Open your books and turn to P22. Read the passage quickly and summarize the main idea of each paragraph.Step 4 Intensive readingT: Quite true. We have known the main idea of each paragraph. Now read the passage again and underline the useful words, phrases and expressions aswell as say if these statements are T or F on the screen. This time you shouldread slowly and carefully.(Show the following questions on the screen. )1. Not all body language is conscious.2. Europeans shake hands with their left hand.3. In Asia, people touch strangers when they meet.4. In the US a “high five” is a way of saying hello.5. A “high five” is a formal gesture.6. Body language is less communicative than spoken or written language.Suggested answers:1. T2. F3. F4. T5. F6. FStep 5 Language studyT: You are familiar with the passage now. But you should also pay enough attention to some useful words and expressions. Let’s check whether we have mastered these words and expressions through the following two exercises.Ex. 1 Complete the sentences with the words given.(The teacher shows the words and exercise on the screen. )aggressive deal gesture greet formal informal 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.T: Read these words one by one together and pay attention to the words where the stress doesn’t fall on the first syllable: aggressive, position, unconscious.T: Complete this exercise individually, and then check them with a partner.(The teacher gives the students two or three minutes to finish this exercise, andthen can go around the class to help those having difficulty in dealing with it. ) (Two or three minutes later, the teacher checks the answers. )T: Have you finished it?Ss: Yeah.T: Now let’s check the answers together one by one.Suggested answers:1. weapons2. aggressive3. greet4. position5. unconscious6. deal7. gesture8. trust9. informal 10. formalT: Just now you all did well. Now you are going to do Ex. 2.(The teacher shows the following sentences on the screen and asks students to translate them one by one. At the same time, the teacher explains the underlined phrases. )Ex. 2 Translate the following sentences into Chinese.1. The weather varies from place to place.2. They were involved in the matter.3. The children stared at the coloured ballons.4. We made a deal and agreed to help him out.5. The girls are busy greeting the foreigners over there.(The teacher writes the phrases on the blackboard: vary from. . . to. . . ;be involved in; stare at; make a deal; be busy doing sth. )Step 6 Listening and consolidationT: Now look at your books. I’ll play the tape. Listen carefully. You can follow it in a low voice. Pay attention to the pronunciation and intonation.Step 7 Summary and homeworkThe Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare atmake a dealbe involved invary from. . . to. . .be busy doing sth.Record after Teaching_________________________________________________________________Period 3Grammar 1; Listening and Vocabulary 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 Aidsmultimedia, tape-recorder & a blackboardTeaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students’ listening ability and improve their listening skill.Teaching ProceduresStep 1 Revision and lead-in(Greet the students as usual. )The teacher check the students’ homework of yesterday—reciting or retelling the reading passage.(The teacher asks a few students to do this. )Step 2 Grammar 1T: Ok, so much for the check-up. First please open your books and turn to Page23. Look at the following sentences from the passage. Read them and payattention to the conjunctions when and if. T(The teacher gives the students two or more minutes to prepare. )(Two or more minutes later. )T: Have you yet finished it?Ss: Yes.T: Now look at the screen and see if your choices are correct.(The teacher shows the answers on the screen. )Suggested answers: 1. E 2. C 3. B 4. F 5. D 6. AT: Now do you understand this grammar better? Could you use when and if to make such sentences by yourselves? Here are five Chinese sentences. Please translate them into English.(The teacher shows the five sentences on the screen. And the teacher can either give the students a few minutes to prepare and then check up or make this task their homework after class. )1. 如果你上课迟到, 向教师道歉是很重要的。