外研版高中英语必修四备课module 3 body language and nonverbal municationthe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 passage。

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 passage。

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。

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 1 Step Revision1 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。

Module 3 Body Language and Non-verbal Communication 知识总结We all know that English is an international language.Almost all the international meetings are in English.Chinese students start to learn English from middle school and it is a compulsory (必修的)subject.In some big cities,students begin to learn English from primary school.When the students enter college,English becomes more important.Most college students have to spend two thirds of their time learning English because only they pass the CET4(大学四级考试),can they get their graduate certificate(毕业证书).What do you think about Chinese students learning English?Some supporters:English is a must if someone wants to become a specialist and to cooperate with others in foreign companies.Some opponents (反对者):Students should spend more time on their majors(专业).Many students seldom use English in everyday communication and work,so it wastes time and money for them to spend too much time and money on it.Myview:____________________________________________________________________________________ _________________________________________________________________.合作共赢When we communicate with others,we use both words and body language to express our thoughts and opinions.Words are important,so are the gestures.As we know,body language varies from culture to culture.Take the gesture OK for example.In Japan,it means money.In France,it means zero.In Brazil and Germany,however,the gesture is rude.Even the gestures we use for “yes〞and “no〞are different around the world.In many countries,shaking one's head means “no〞,and nodding means “yes〞.But in some places,the gestures have the opposite meaning.Though body language has different explanations,some gestures are universal in all places.The typical example is the smile.It can help us get through difficult situations and find friends in a world of strangers.Remember,it is always better to see the smiling face of your good friend.【任务导入】Work with a partner: Suppose you are in a foreign country and meet a local man (acted by your partner)in a park,the man don't know Chinese and you don't know his language too,but both of you know a little English,please try your best to communicate with him and be a good friend of him at last.Before doing that,make a list of your strategies:___________________________________________________________________________________________ _________________________________________________________________.【话题链接】人们的个人喜好各不一样。

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。

《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。

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。

单元素能自测Ⅰ.完形填空I was recently invited to dinner by a friend.During the meal，the manager of the restaurant came __1__ and said that our meal was free.He stood there __2__ at me and he seemed a little __3__ to me but I couldn't quite remember him.__4__ I asked him if he knew me.He laughed and said I had probably __5__ him, but that I'd changed his life.My friend was quite __6__ and asked him how I'd done this.He said that twelve years ago he __7__ a stress management class that I was giving.I asked the group what their greatest __8__ was and most of them, including him, said it was their bosses.He said I listened __9__ and then took a chair and placed it in the center of the room.I __10__ on the chair for a few moments，and then I __11__ everyone to come and do the same.I wanted them to look at the room from up there.After everyone had done it, I asked the group to __12__ how the room looked different when they changed their perspective(角度)．Then I asked them to __13__ their bosses.Was this the same person who had seen their good __14__ and hired them? Did they remember how happy they were to be __15__ for the job? But how did these wonderful people become terrible bosses?He said I looked at him and asked if he had __16__ said thank you to his boss for the __17__ to earn a living.He answered he hadn't.Then I asked him why he hadn't tried being __18__ to his boss.He told us his __19__ changed that night.He went back to work the next day with a thank-you card to his boss.He said I'd __20__ him to look at life from different perspectives and express thanks.本文是一篇记叙文，讲述了为我免单的餐厅经理竟然是以前参加过我主讲的压力管理班的学员。

必修4 Module 3 Body LanguageandNon—verbal Communication知识点整理三27.辨析：lively,living,live和alivelive through经历（而活过来）live up to达到；符合；不辜负（他人的期望）live on以……为食；继续存活He failed to live up to his parents’expectations.他辜负了父母的期望。

(1)lively adj 意为“活泼的”，“活跃”，“充满生气的”，可作定语、表语或宾补，既可指人，又可指物。

Jenny is a lively girl . 詹妮是个活泼的女孩。

Everything is lively here . 这儿一切都生机勃勃。

Charlie has a very lively imagination [ɪmædʒɪ‟neɪʃn].查理有非常丰富的想象力。

He had a strange way of making his classes lively and interesting . 他有一种奇特的方法，使他的课生动有趣。

(2)living adj活着的，强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。

Comrade[ …kɒmreɪd]同志Wang is really a living Lei Feng in our country .My first teacher is still living . 我的启蒙老师仍健在。

English is a living language . 英语的活的语言。

He is regarded as one of the best living writers(=writers alive) at present . 他被认为是当代活着的最好的作家之一。

The sun affects all living things.太阳与一切有生命的物体息息相关。

外研版高中英语必修4Module3《BodyLanguageandNon》word全单元学案Non—verbal CommunicationPeriod ⅠIntroduction& Reading ComprehensionMay.Ⅰ. Do the exercises in Activities 1—3 on P21Ⅱ. Fast reading:1. Read the passage and choose the best title in Activity 1 on P22.2. Read it again and decide T or F in Activity 2 on P23.Ⅲ. Careful reading.1. Read the passage again and fill in the form:2. Translate the following sentences into Chinese or English:①We see examples of unconscious body language very often, yet there is also “learned” bodylanguage, which varies from culture to culture.②即使今天，有些人在非正式地问候时，也仍旧用手来做一个信任的姿势。

Ⅳ. Translate the words and expressions below:1. shake vt. & vi.摇动；震动(past) (p.p.)2. point at point to point out3、与某人握手 4. wave one’s hands5、给某人指路 6. say goodbye to sb.7、在远处at a distance8、和某人交流9、给出…的理由10、保持小心11、成交12、互相信任13、暴露14、举手=15、能看透别人心思的人16、入乡随俗1.shake hands;put the right hand over the left and bow slightly;Muslims;join their hands and bow their heads in respect;“Give me five.”2.(1)我们经常看到无意识肢体语言的例子，然而也有习得的体态语，这因国家的不同而不同。

外研版高中英语必修4《3Body...Module 3- Body Language and Non-Verbal Communication Teaching Aims 教学目标1.Master the words and the phrases and use the body language to communicate correctly.掌握生词和短语，正确使用身体语言进行交流。

2.Can understand the correct expression of body language.了解并理解身体语言的正确表达方式。

3. Learn to use the subordinate clause.学会使用从句。

Important points 重点1.Learn to communicate with non-verbal communication.学会用非语言交流方式进行交流。

2. Master the method of communication in the way of body language.掌握用身体语言进行交流的方法。

3. Master the vocabulary and the usage of the subordinate clause.掌握词汇与从句的用法。

Difficult points难点1. The usage of the subordinate clause.从句的用法。

2. Master the expressions of body language or non-verbal communication.掌握身体语言与非语言交流的表达方式。

Teaching methods 教学方法1. Multi-media teaching.多媒体教学2. Writing on the blackboard.板书3. Class activities: discussion in pairs and in class.课堂活动：分组讨论Teaching procedures 教学过程Period Three[Function, listening & speaking]Step onePresentation & Review1. Lead in 导入In today’s class, we will go on with topic about the bodylanguage and non-verbal communication.今天，我们继续有关身体语言与非语言交流的话题。