高中英语外研版必修四章节教案：Module 3 Body language and non-verbal communication》教学设计

“信息技术环境下的小组合作学习”——英语学科执教课题：Body Language教材版本：外研社所属章节：Module 3执教教师：王辉执教时间：2019年4月12日执教班级：高2018级21班《Body Language》教学设计一、教材分析外研版必修四Module 3 Body Language 在进行了初步的V ocabulary和Reading之后，进行课文语言点的学习。

本模块课文中语言点较多，且有学生较为容易出错的知识点，在课上要进行精讲精练，争取当堂巩固。

同时，学生对于Reading中长难句的理解和掌握也需要本节课的复习和巩固。

二、学科核心素养1、语言能力：reading skills and long difficult sentences in reading; learning sheet about the language points2、文化品格：cultural differences between eastern and western cultures in body language3、思维品质：communication skills and development in culture and development of body language4、学习能力：group work and learning through Internet三、教学重点难点重点：learning sheet of language points; long difficult sentences难点：involve; long sentence structures四、学习者分析1、注重语言点学案的小组合作深度的培养，更好的达到小组合作的目的2、利用好信息技术帮助学生更及时的复习和巩固3、学生在课上的学习效率和投入程度有待提高五、设计思路结合上节课学习的效果进行复习和巩固，引入本节课的学习重点，在小组合作机制下共同完成大部分内容的学习。

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。

Period 3 Grammar 1;Listening and VocabularyThe General Idea of This PeriodIn this period we will learn some subordinate conjunctions such as when and if.The teacher may first encourage the students to sum up the rules of adverbial clause of condition. During this course,the students may have difficulty.If so,the teacher may help.To consolidate their learning of this part it is a good idea for the teacher to prepare some sentences for the students to prolong.Only in this way can they learn how to use this grammar structure.Then the students will listen to a conversation between an American and a Chinese student who is going to the U.S.At the same time,students once more learn some words concerning bodylanguage,including nouns of body parts and verbs of body movements.Teaching Important PointsEncourage the students to sum up grammatical rules.Further improve the students'listening skill.Teaching Difficult PointsTo make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching Aidsmultimedia,tape-recorder & a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students'listening ability and improve their listening skill.Process and StrategiesMotivate the students'enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.Teaching ProceduresStep 1 Revision and lead-in(Greet the students as usual.>The teacher check the student'shomework of yesterday—reciting or retelling the reading passage.(The teacher asks a few students to do this.>Step 2 Grammar 1T:Okay,so much for the check-up.You must have spent much time preparing it and gave good performances just now.During your preparation course,you may take notice of many sentenceswhich are linked byconjunctions when and if,right?Do you know the structures of these sentences?Now follow me to learn them this class.In this period we are going to deal with Grammar 1 and Listening and vocabulary part.First please open your books and turn to Page 23.Look at the following sentences from the passage.Read them and pay attention to the conjunctions when and if.They are used to connect sentences or parts of sentences.Then finish the exercise below.(The teacher gives the students two or more minutes to prepare.> (Two or more minutes later.>T:Have you yet finished it?Ss:Yes.T:Now look at the screen and see if your choices are correct.(The teacher shows the answers on the screen.>Suggested answers:The following statements are true:1,3,4 and 5T:Well done!From the above two sentences and exercise we can get some information about adverbial clause of condition.It describes common situations which were introduced by when and if.Meanwhile,it usually explains the result of the situation in the other part of the sentence and uses the present tense in both parts.If the main clause is located at the beginning of the whole sentence,adverbial clause just follows it.However,if the result lies at the end of the whole sentence,the adverbial clause must be put at thebeginning and followed by a comma.Now let 's do more exercises.Look at Activity 2.Read through the passagein the reading part once more and try to find more sentences with when or if.(A few minutes later.>T:Are you ready?Now let 's check the answers.How many sentences of this kind have you found yet?Ss:4.T:OK.The first sentence,who shows your answer to others?S:If our right hand is busy greeting someone,it cannot be holding a weapon.T:Good.Sit down,please.No.2?Volunteer?S:Let me try.If you shake hands with someone,you show you trust them.T:Quiet right.The third one?Anybody,this time?S:We shake hands when we make a deal.T:Well done.What about the last one?S:When we greet someone,weput the right hand over the left and bow slightly.T:Great.You all did good jobs.(Show the above sentences on the screen.>1.If our right hand is busy greeting someone,it cannot be holding a weapon.2.If you shake hands with someone,you show you trust them.3. We shake hands when we make a deal.4. When we greet someone,we put the right hand over the left and bow slightly.T:Just now we have found another four examples with conjunctions when and if.You may have a better understanding of this sentence structure.Now let 's do another exercise to consolidate what welearned.Match the two parts of these sentencesabout body language in Europe or America.First you do it by yourself,then check it with your partner.(After several minutes.>T:Are you ready?Ss:Yeah.T:You have just checked your answers with your partner.The correct answers are on the screen.Look through them quickly and compare them with yours.Suggested answers:1.E 2.C 3.B 4.F 5.D 6.AT:Now do you understand this grammar better?Could you use when and if to make such sentencesby yourselves?Here are five Chinese sentences.Please translate them into English.(The teacher shows the five sentences on the screen.And the teacher can either give the students a few minutes to prepare and then check up or make this task their homework after class.>1. 如果你上课迟到,向教师道歉是很重要的。

高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。

o学生能够理解不同文化背景下肢体语言的差异和共性。

o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。

2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。

o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。

o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。

3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。

o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。

o鼓励学生积极参与课堂互动，培养合作学习的精神。

二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。

-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。

三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。

-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。

-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。

-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。

四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。

设定时间限制，避免讨论偏离主题。

2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。

3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。

七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。

Module3 Body Language and Nonverbal CommunicationPeriod 1: Vocabulary学习目标：1. 了解模块话题的意义2. 熟悉模块单词3. 掌握重点单词的用法学习重点：熟悉模块单词学习难点：掌握重点单词的用法课前预习使用说明与学法指导：1. 学会利用构词法和音标知识记忆单词2. 15分钟之内完成教材助读：品味语段，熟悉单元词汇An excellent salesperson is requested to be aggressive and good at communicating with other people in today’s competitive munication，which involves various interactions，helps to improve the relationship.He needs to have good judgement and be used to dealing with all kinds of people whether on formal or informal occasions.Are you in favour of me?预习自测：基础单词(根据提示写单词)1．The passengers (惊慌) when they learned that the subway was out of order.2．The company has (请求) a financial support to go through the present bad situation. 3．Being a teacher often (包括) teaching the kids how to face a problem in life. 4．The fire was (蔓延) fas t, but we were finally able to get all the people to leave the scene.5．It is really a fair (交易)．我的疑问：________________________________________________________________________________ __________________________________________________________课内探究质疑探究：1 vary vi. 变化vt.改变；变更We see examples of unc onscious body language very often, yet there is also “learned”body language, which varies from culture to culture.我们经常看到无意识的身势语，但也有“习得”的身势语，习得的身势语在不同的文化中各不相同。

Module 3 Body Language and Non-verbal 教案CommunicationBrief 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 wit h “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 understanding of 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 abili ty 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? Now discuss them in pairs or groups. In a few minutes, I’ll ask some students to talk aboutthem.(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 sentenceyou 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 yourexercise 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 somethin g 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 Blackboard Module 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。

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。

2013-2014高中英语《Module3 Body Language》课中学案外研版必修4【归纳拓展】communicate…to…的争吵中His work involves occasional journeys._______________________be/get involved in…被卷入……之中；使专注于be/get involved with sb. 与某人混在一起be involved in doing sth. 专心做某事【活学活用】Putting in a new window will ________cutting away part of the roof.A. includeB. involveC. containD. comprise4.stare v _________Don't stare at me like that. ______________________________He sat there, staring into the space. 他坐在那儿，凝视着太空。

【巧辩异同】stare, look, see, watch, glare, observestare “盯着看，凝视”；眼神很集中look 只强调“看”的动作，不强调结果，可以用于进行时态。

see 强调“看见”的结果，不可以用于进行时watch “注视，观看”，指目光教集中地看电视、表演等glare “怒视”，相当于stare angrilyobserve 强调从不同的角度较长时间地“观察，研究”5. touch v. 触摸；感动She lightly touched his forehead. 她轻轻地摸了摸他的前额。

I was touched beyond words. 我莫名地感动了。

【归纳拓展】touch sb. on the head 触碰某人的头hit/strike/pat + sb. + in/on + the +身体部位take/ seize sb. + by the +身体部位【活学活用】Father __________________gently. 爸爸轻轻地拍了拍我的肩膀。