Module 3《Body Language and Non-verbal Communication》说课稿 新人教版

外研版必修四Module 3 Body Language and Non-verbalCommunication 全单元教案课时计划课时1课题Module 3 Body language and non-verbal communication Listening& vocabulary课型New教学目标1. Enable the students to learn how to talk about body language and non-verbial communication.2. Enable the students to learn the different pronunciations between British and American English.重点Enable the students to learn how to talk about body language and non-verbial communication.难点Enable the students to learn how to talk about body language and non-verbial communication.学情分析The Ss can finish the task.教具课件1. A recorder2. A projector3. A computer教法Explanation---guidance---do the exx again教学程序教学内容（引入、例题、练习题、检测题等）师生活动时间分配Step 1Step 2Revision1 Proof readingPractice(1) Only in this way ___________ progress in your English. (MET84) (B)A. you makeB. can you makeC. you be able to makeD. will youable to make(2) He is the only one of the students who ___ a winner of scholarship for threeyears. (沪2002春招) (D)A. isB. areC. have beenD. has been(3) Only then ___________ the importance of health. 只有那时我才认识到健康的重要性。

Module 3 Body Languageand Non-verbal munication身体语言会在不经意间表露一个人的心理，解读身体语言，请看下文……Body language is the quiet, secret and most powerfullanguage of all！It is said that our body movements municateabout 50 percent of what we really mean while words only express7 percent. So, while your mouth is closed, your body is justsaying...Arms. How you hold your arms shows how open and receptive you are to people you meet. If you keep your arms to the sides of your body or behind your back, this suggests you are not afraid of taking on whatever es your way. Outgoing people generally use their arms with big movements, while quieter people keep them close to their bodies. If someone upsets you, just cross your arms to show you’re unhappy!Head. When you want to appear confident, keep your head level. If you are a monitor in class, you can also take on this position when you want your words to be taken seriously. However, to be friendly in listening or speaking, you must move your head a little.Legs. Your legs tend to move around a lot more than normal when you are nervous or telling lies. If you are at interviews, try to keep them still!Posture(姿势). A good posture makes you feel better about yourself. If you are feeling down, you normally don’t sit straight，with your shoulders inwards. Thismakes breathing more difficult, which can make you feel nervous or unfortable.Mouth. When you are thinking, you often purse(撅起) your lips. You might also use this position to hold back an angry ment(评论) you don’t wish to show.However, it will probably still be noticed, and people will know you’re not pleased.Face. When you lie, you might put on a false face. But that expression would crack(破裂) briefly, allowing displays of true emotions such as happiness, sadness, disgust(厌恶) and fear to e through.Section ⅠIntroduction & Reading and Vocabulary—prehending重点单词写作词汇1.deal n．协议；交易2.involve vt. 包括3.spread vi.X开拓展词汇4.munication n．交流；沟通→municate vi.(用语言、信号)传递信息；交流5.unconscious adj.无意的；不知不觉的→conscious adj.意识到的；自觉的6.vary vi.变化→variety n．种类→various adj.各种各样的7.formal adj.正式的→informal adj.非正式的8.traditionally adv.传统地→traditional adj.传统的→tradition n．传统9.threatening adj.恐吓的；具有威胁的→threaten v．威胁→threat n．威胁10.slightly adv.轻微地；稍微→slight adj.轻微的；少量的阅读词汇11.aggressive adj.攻击的；挑斗的；挑衅的12.weapon n. 武器13.gesture n. 姿势；姿态14.forehead n. 前额15.bow vi.鞠躬16.youth n. 年轻人17.palm n. 手掌18.slap vt. 掌击重点短语1.on guard(保持)警惕2.make a deal达成协议；做成交易3.hold up举起4.give away暴露(自己的情况)5.shake hands with与……握手重点句型1.more than＋名词：Although these are very important，we municate with more than just spoken and written words (不仅仅靠口语和书面语交流).2.介词＋宾语从句：Indeed, body positions are part of what we call “body language”(我们所称其为“肢体语言”).3.独立主格：One person then holds up his hand, palm outwards and five fingers spread(掌心向外，五指X开).ⅠRead the text and match the main idea of each paragraph.1．Para.1 A．Greetings in Asian countries.2．Para.2 B．Ways of munication.3．Para.3 C．Fascinating body language.4．Para.4 D．Greetings in western countries.5．Para.5 E．American yo uths’ greeting today.答案：1－5.BDAECⅡRead the text carefully and choose the best answer according to the text.1．What is the best title of the text?A．When in Rome, Do as the Romans DoB．Greetings Around the WorldC．How to Shake HandsD．Non­verbal munication2．Which of the following statements is TRUE?A．Not all body language is conscious.B．Europeans shake hands with their left hands.C．At any time，we use “learned” body language.D．Ways of greeting are the same all over the world.3．Why do Europeans and Americans shake hands with their right hands?A．They have been used to it.B．The right hands are the weakest ones.C．They think it is formal.D．They want to express they trust each other.4．Which of the following belongs to one of the greetings in the US?A．Not to touch the other person.B．To put the right hand over the left.C．To greet each other with “give me five”．D．To join their hands.答案：1－4.DADCⅢAnalyze the following difficult sentences in the text.1．Indeed, body positions are part of what we call “body language”．[翻译] 实际上，身体的姿势是我们所称其为“肢体语言”的一部分。

Module 3 Body Language and Non-verbalCommunication（教学设计）Teaching aims1. To learn another way of communication---body language2. To learn about different greetings around the world.3. Master the words and phrases:unconscious, aggressive, threatening weapons, slap, hold up, on guard, give away, be busy doing,Teaching difficult pointsMaking students participate in class activities actively.How to help the students understand the passage better.Teaching important pointsHow to let the students understand the body language in different countries and use them correctly.Teaching methodsskimming scanning careful-reading group work discussion Teaching aidsA multimedia & A blackboardLearning proceduresStep1: Greeting and Lead-inWhat’s the meaning of body language? Do you know?Step2. Fast-readingTask1. Read the passage quickly and silently, choose the best title. Task2. Skimming. Read the passage , find out the main idea and match.Para 1 greetings in Asian countriesPara 2 ways of communicationPara 3 fascinating body languagePara 4 greetings in western countriesPara 5 American youths’ greeting todayStep3: Careful reading:Para1: ______ wordswritten wordsWays of communication body _________body language ____ body language____ body languagePara2-4: Fill in the form with the details.Countries or people Ways of greetingMeanings of greeting Western countries_________ hands 1. We are not ____________. 2. I ________ you . Look, I’m not carrying a _____________ ________.Asiancountries ChinesePut the right hand over the left and _____ _______ Muslims“salaam”: touch their heart, mouth and ___________ Hindus____their hands and ____ their heads ______ _________America “ high five”: _____ ___his hand , _______ outwards, fivefingers_______, and _______the other’s open handStep4: Game TimeLet’s act these different greetings out.Step5: Para 1 and 5: Complete the short passageBody language helps us _____ ____ people freely. It ____from country to country. Every culture has its own ______ way to____ strangers. When we are introduced to the strangers,we are ___＿unless they show they are not _____. Body language is______. If you want to be a____ ____, please study it. Because people____ ____ much more by their _____than by their words.Step6:Competition. Do “T” or “F” questions.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.( )Step7:Group DiscussionSome people say that body language is important and necessary, while others don’t agree. What’s your opinion about body language?In my opinion,_________________________(3-5sentences). Step8: SummaryToday we have learned some vocabulary and please try to keep them in mind after class. We also have found the importanceof body language in our daily life. It is an important way for us to communicate with others. However, different countries have different cultures. what we should do is to show respect to the culture of other countries and take the advantage of other cultureStep9: Homework:Greetings vary from culture to culture. Summarize the greetings in different countries according to the passage.Complete the sentences with the words given in page 23. Self—examination:This class is well organized and clear. All the students are active and interested, they can take part in all kinds of activities. So all the tasks are completed well…。

照对市爱民阳光实验学校高一英语Module 3 Body Language and Non-verbal Communication社【本讲信息】一. 教学内容：Module 3 Body Language and Non-verbal Communication二. 重难点讲解：1. communicate动词 v. 传达〔闻、消息、感情〕；传播〔热量〕；传递〔运动〕；传染〔疾病〕，〔与 to连用，后接某人或某物〕pass on 〔news, information, feelings heat, motion, an illness, etc.〕to sb. or sth.动词 v. 共有或交换〔消息〕；通信，通讯〔与 with 连用，后接某人〕share or exchange 〔news, etc.〕〔with sb.〕· I communicate with him regularly by letter.· We can communicate with people in most parts of the world by telephone.动词 v. 〔指房间、花园、道路〕互通；通连〔of room, gardens, roads, etc.〕be connected· The dining-room communicate with the kitchen.· That door immediately communicated with the back garden.2. vary及物动词 vt. 使改变；使不同cause to change; make different or various· Courses vary according to the needs of the students.· You can vary the pressure at will.· She varied the appearance of the room by rearranging the furniture.不及物动词 vi. 改变；变成不同change, become different· His mood varied from day to day.· The speed of sound varies in solids, liquids and gases.3. aggressive形容词 adj. 侵略的，攻击的；采取攻势的· an aggressive country形容词 adj. <武器> 攻击用的· aggressive weapons形容词 adj. [the ~; 当单数名词用]攻势形容词 adj. 积极的，进取的，活泼的；有冲劲的· an aggressive salesman4. gesture名词 n. 姿势；手势moving the hand or head to show what you want, feel, think, etc.· A nod is a gesture.· He made gestures to me.· speak by gesture5. threaten及物动词 vt. 威胁say what will be done to hurt or punish· He threatened that he would make it public.· The boss threatened to fire him.· They threaten him with a law suit.及物动词 vt. 恶兆indicate that something unpleasant is likely to happen · It threatens to snow.· The clouds threaten a rain.不及物动词 vi. 恐吓utter threats· Threatening won't do any good.· They threatened revenge.不及物动词 vi. 势将appear likely to happen· A storm threatens.· The practice threatens to become general.7. spread及物动词 vt. 伸开；展开become wider; open something to make it wider· The bird spread its wings and flew away. · He was spreading his hands to the fire.· The trees were spreading their branches to the light. 及物动词 vt. 铺开；摆开open something and lay it down· Then they spread the map on the table.· We spread a rug on the grass for the picnic.· Spread a cloth on the table.及物动词 vt. 涂；敷；撒smear or rub soft stuff all over something· I spread some butter on my bread.及物动词 vt. 传播；散布become known;go from one person to another· If I tell you this secret, don’t spread it around. · Flies can spread diseases.不及物动词 vi. 传播；散布；蔓延；延展；延伸go to other places; take something to other places;extend · The illness spread quickly in the t own.· A wide stretch of land spread in front of us.· The illness spread through the whole town.· The news of victory spread throughout the country. · The news soon spread.· The city has spread quickly.· The water spread over the floor.不及物动词 vi. 展现spread out· The Victory Oil Field spread out before us.· The sea, blue and still, spread before us.名词 n. 伸展；蔓延；传播extension; spreading· Doctors try to stop the spread of diseases.· The spread of science courses has been rapid in recent years.· The spread of the branches on this tree is ten feet.名词 n. 丰富的酒席；宴会；饱餐a big meal; a feast· The workers sat down to a spread.名词 n. 涂抹在面包或饼干上的食品a food for placing on bread or crackers· I would like some more of cheese spread.8. conscious形容词 adj. 神志清醒的；有知觉的awake and knowing what is happening· Although dying, he was quite conscious.· The patient became conscious.· The police cannot speak to him because he isn't conscious.形容词 adj. 自觉的；有意识的known to oneself; having the power of feeling perceiving and thinking · Talking is more conscious than breathing.· Man is a conscious being.形容词 adj. 知道；有意识knowing; feeling; aware· He is conscious that he is being watched by every eye.· I was conscious of being lifted from the ground.· I was not conscious of having offended him.· I was conscious of someone passing through the room.9. stare动词 v. 盯；凝视look at someone or something for a long time· She was staring out of the window.动词 v. 瞪大眼睛瞧look at someone or something with wide open eyes· In the West people think it’s rude to stare at a person.在西方，人们认为盯着看人是不礼貌的。

Module 3 Body Language and Non-verbalCommunicationBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a 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 skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinateconjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1. The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2. Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2. Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3. This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study theFunction part.FunctionThe function of this module is about “giving advice”. Students are demanded to master how to use the modal verbs “should”and “must”to give advice. This part contains two activities. In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must” by using them to complete the following four sentences. Meanwhile this activity also lays a good foundation for Activity 2. Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t” but also is linked to the theme or topic of this module—different cultures as well as different customs. Deeply speaking, it both develops and improves students’language skills and increases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “should” and “must”, meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with “if”. So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3. Based on the two activities above, students arerequired to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)”and “must(n’t)”, which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1: IntroductionPeriod 2: Reading and V ocabularyPeriod 3: Grammar 1; Listening and V ocabularyPeriod 4: Function; Grammar 2; Pronunciation;SpeakingPeriod 5: Grammar 3; Writing; Everyday EnglishPeriod 6: Cultural Corner; Task; Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.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 understandingof the listening material.Teaching AidsMultimediaA blackboard.Three 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 ProceduresStep 1 Lead-inT: Good morning, boys and girls!Ss: Good morning, sir!T: 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? Nowdiscuss 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. )T: Are you ready? Who can give us a talk about the first picture? Any volunteer?Ss: Let me have a try. I think the old man is the grandfather, and the boy is his grandson. The grandson is crying, so the old man is patting the head of the little boy in the first picture.Ss: Picture 2 shows us a woman clapping with a big smile on her face.Ss: We could see that a man is dragging a woman violently in the fourth picture. Maybe the woman has done something wrong which makes the man angry.T: You are clever, good guy. Any different opinion? V olunteer? Go on.Ss: Let me have a try. There is a woman who is holding her baby in her arms very happily in the fifth picture.T: Completely true. Meanwhile, your pronunciation is very beautiful and fluent. Another one? Describe the next picture. Who wants to take this chance?Ss: Me. (A boy raises his hand. )T: OK. Please!Ss: In my opinion, it describes some people clapping happily and excitedly.T: Well done. So much for this part. Let’s go to the next part.Step 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: No. 1 point.Ss: Point.T: In which picture are people pointing?Ss: Picture a.T: Right. No. 2. shake.Ss: Shake.T: In which picture are people shaking their hands?Ss: Picture d.T: Good job. Next word: smile.Ss: Smile.T: Could you see in which picture people are smiling?Ss: Picture c.Ss: No, Picture b.Ss: But the girl in Picture a is also smiling.T: Excellent. You are all true. Different people have different opinions. People are all smiling in these three pictures, but the right answer is Picture c because people in another two pictures also show other gestures. Having finished this exercise, let’s perform a brainstorming activity. 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.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. Now let’s continue the contest. Use these words to make up sentences. Each sentence you make will get 5 points. (The teacher rules out the word used to make a sentence. ) One, two, begin!Ss: . . .T: Time is up. Excellent. You have given a good performance. Who wins this bout? It’s clear, right? Group a, 20 points; Group b, 25 points; Group c, 20 points; and Group d, 25 points too. Congratulations, Group d, you are the winner at last. (Students clapping. )T: That’s all for this activity. Follow me to the next part.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?Ss: Yes.T: Let me check your answers now. Situation 1, any volunteer?S a: Situation 1 matches Picture d.T: Good, sit down, please. What about Situation 2? Who wants to have a try?S b: I think that it may be matched with Picture c.T: Good job. Absolutely right. Sit down, please. How about Situation 3? Anyone?S c: Let me have a try. It is perhaps Picture a.T: True or false? (Asking the whole class)Ss: True.T: OK. Sit down, please. The last situation? Say it together?Ss: Picture b.T: You all did good jobs. Thanks for your cooperation. This activity is over now. Let’s come to Activity 3.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.(Five minutes later)T: Are you ready now?Ss: Yes.T: Now which pair wants to act them out in front of the whole class. V olunteer?A pair of students raise their hands.T: OK, come up, please! You can begin now.S a: Meet a friend.S b: Performs it.T: Is he right?Ss: Yes.. . .T: Thank you very much. All of you perform greatly well. So much for this activity. Turn to Activity 4.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 don’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 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.(The teacher writes them on the blackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next part—Reading and vocabulary. That’s all for today. Goodbye, everyone!Ss: Goodbye, Mr. /Mrs. . .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______________________________________________________________________________________________________________________________________________________Activities and Research1. Encourage the students to collect more body languages in different countries.2. Make the students debate with each other.Reference for TeachingLanguage Points1. shake v.shake hands with sb. 和某人握手Let’s shake on it. 让我们为此握手。

Module 3 Body Language and Non-verbalCommunicationBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a 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 skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinateconjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1. The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2. Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2. Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3. This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study theFunction part.FunctionThe function of this module is about “giving advice”. Students are demanded to master how to use the modal verbs “should”and “must”to give advice. This part contains two activities. In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must” by using them to complete the following four sentences. Meanwhile this activity also lays a good foundation for Activity 2. Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t” but also is linked to the theme or topic of this module—different cultures as well as different customs. Deeply speaking, it both develops and improves students’language skills and increases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “should” and “must”, meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with “if”. So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3. Based on the two activities above, students arerequired to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)”and “must(n’t)”, which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1: IntroductionPeriod 2: Reading and V ocabularyPeriod 3: Grammar 1; Listening and V ocabularyPeriod 4: Function; Grammar 2; Pronunciation;SpeakingPeriod 5: Grammar 3; Writing; Everyday EnglishPeriod 6: Cultural Corner; Task; Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.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 understandingof the listening material.Teaching AidsMultimediaA blackboard.Three 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 ProceduresStep 1 Lead-inT: Good morning, boys and girls!Ss: Good morning, sir!T: 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? Nowdiscuss 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. )T: Are you ready? Who can give us a talk about the first picture? Any volunteer?Ss: Let me have a try. I think the old man is the grandfather, and the boy is his grandson. The grandson is crying, so the old man is patting the head of the little boy in the first picture.Ss: Picture 2 shows us a woman clapping with a big smile on her face.Ss: We could see that a man is dragging a woman violently in the fourth picture. Maybe the woman has done something wrong which makes the man angry.T: You are clever, good guy. Any different opinion? V olunteer? Go on.Ss: Let me have a try. There is a woman who is holding her baby in her arms very happily in the fifth picture.T: Completely true. Meanwhile, your pronunciation is very beautiful and fluent. Another one? Describe the next picture. Who wants to take this chance?Ss: Me. (A boy raises his hand. )T: OK. Please!Ss: In my opinion, it describes some people clapping happily and excitedly.T: Well done. So much for this part. Let’s go to the next part.Step 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: No. 1 point.Ss: Point.T: In which picture are people pointing?Ss: Picture a.T: Right. No. 2. shake.Ss: Shake.T: In which picture are people shaking their hands?Ss: Picture d.T: Good job. Next word: smile.Ss: Smile.T: Could you see in which picture people are smiling?Ss: Picture c.Ss: No, Picture b.Ss: But the girl in Picture a is also smiling.T: Excellent. You are all true. Different people have different opinions. People are all smiling in these three pictures, but the right answer is Picture c because people in another two pictures also show other gestures. Having finished this exercise, let’s perform a brainstorming activity. 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.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. Now let’s continue the contest. Use these words to make up sentences. Each sentence you make will get 5 points. (The teacher rules out the word used to make a sentence. ) One, two, begin!Ss: . . .T: Time is up. Excellent. You have given a good performance. Who wins this bout? It’s clear, right? Group a, 20 points; Group b, 25 points; Group c, 20 points; and Group d, 25 points too. Congratulations, Group d, you are the winner at last. (Students clapping. )T: That’s all for this activity. Follow me to the next part.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?Ss: Yes.T: Let me check your answers now. Situation 1, any volunteer?S a: Situation 1 matches Picture d.T: Good, sit down, please. What about Situation 2? Who wants to have a try?S b: I think that it may be matched with Picture c.T: Good job. Absolutely right. Sit down, please. How about Situation 3? Anyone?S c: Let me have a try. It is perhaps Picture a.T: True or false? (Asking the whole class)Ss: True.T: OK. Sit down, please. The last situation? Say it together?Ss: Picture b.T: You all did good jobs. Thanks for your cooperation. This activity is over now. Let’s come to Activity 3.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.(Five minutes later)T: Are you ready now?Ss: Yes.T: Now which pair wants to act them out in front of the whole class. V olunteer?A pair of students raise their hands.T: OK, come up, please! You can begin now.S a: Meet a friend.S b: Performs it.T: Is he right?Ss: Yes.. . .T: Thank you very much. All of you perform greatly well. So much for this activity. Turn to Activity 4.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 don’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 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.(The teacher writes them on the blackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next part—Reading and vocabulary. That’s all for today. Goodbye, everyone!Ss: Goodbye, Mr. /Mrs. . .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______________________________________________________________________________________________________________________________________________________Activities and Research1. Encourage the students to collect more body languages in different countries.2. Make the students debate with each other.Reference for TeachingLanguage Points1. shake v.shake hands with sb. 和某人握手Let’s shake on it. 让我们为此握手。

Module 3 Body Language and Non-verbal Communication教学设计Explanations for new words and phrases导学P25-11、communicate：vt. /vi. (用语言，信号)传递信息(想法，感情，思想等)；交流(信息，消息，意见等)；沟通。

We only communicate by Email.只靠电邮进行交流。

A baby communicates its needs by crying.He was eager to communicate his ideas to the group. 他急于把想法传给小组。

communicate with sb. 与某人交流、联络。

We can communicate with the United States directly through the internet.用互联网，可直接与联合国联系。

Parents sometimes find it difficult to communicate with their teenage children.communicate sth. to sb. 告知某事给某人。

He communicated our secret to others. 把秘密告诉其他人。

He was eager to communicate his ideas to the group.communication：n. 交流/际，通讯U；通信工具CGood communication is important in a large organization.tele-communication 电信communication skills 通讯技能/思想交流技能be in communication with与...沟通/通讯；同...保持联系。