外研版必修4---Module3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 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。

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。

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。

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)?。

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。

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。