高中英語(yǔ)新課標(biāo)外研版必修4教案Module3

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1、 Module 3　Body Language and Non-verbal Communication Period 1　Introduction Three Dimensional Teaching Aims Knowledge and Skills Make 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 su

2、re the students use simple English to discuss the gestures or physical contacts and express what they mean. Process and Strategies Train the students’ speaking ability through individual,pair work and group work. Train the students’ listening ability through listening and matching exercise. Feel

3、ings and Value Deepen 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 Important Points Master some words,phr

4、ases 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 Points How to encourage students to take an active part

5、 in the speaking and listening activities. How to improve the students’ speaking and listening ability. Teaching Methods Individual 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 liste

6、ning material. Teaching Procedures Step 1 Lead-in 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 se

7、veral 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 about them. (The students begin to discuss the pictures.And t

8、he teacher goes around the class and joins them.A few minutes later,the teacher says the following.) Step 2 Match the verbs in the box with the pictures The teacher reads the words,followed by the students and performs each word’s meaning with gestures. T:Now I divide you into four groups—Group a

9、,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. Step 3 List

10、en and match the situations with the pictures T: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. Listen to it again.This time you need to listen very carefully and make every effort to get the det

11、ails.Meanwhile,match the situations with the picture above. Step 4 Say What You Do When You... T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare. Step 5 Read and answer th

12、e questions T: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. Step 6 Summary and homework In this class we’ve mainly learned something about b

13、ody 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 so

14、meone the way,say no and so on. Homework 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. The Design of the Writing on the Blackboard 　 Module 3　Body Language and Non-verbal Communication The f

15、irst period point,shake,smile,wave show...the way communicate with shake hands Record after Teaching __________________________________________________ __________________________________________________ __________________________________________________ Period 2　Reading and Vocabulary Th

16、ree Dimensional Teaching Aims Knowledge and Skills Train the students’ reading ability. Learn some useful words and expressions. Learn some facts about body language. Process and Strategies Make the students know more about body language and communication customs as well as cultures in differ

17、ent countries and areas. Feelings and Value Make the students have a better understanding of body language and non-verbal communication. Inspire their interest in different customs and cultures of different countries and areas. Encourage the students to learn and use such body language to commun

18、icate with each other through their action. Teaching Important Points Help the students to understand the passage better. Learn and master some important words and phrases in this period. How to let the students understand the body language in different countries and use them correctly. Teachin

19、g Difficult Points How to help the students improve their reading ability and understand the passage better. How to master the important Language Points in this passage. Teaching Methods Discussion to lead in the reading class. Fast reading to get the main idea of the text. Intensive reading t

20、o understand the passage better. Explanation to help the students master some Language Points. Teaching Procedures Step 1 Greetings and revision T:(Greet the whole class as usual.) Ask the students to act their dialogue out. Step 2 Discussion and lead in (Show the following words and phrases

21、 on the screen.) communication　position　unconscious　aggressive　gesture　involve　bow　slap spread　bend　hug　stare　formal　informal　communicate with　make a deal　mind reader　hold up　vary from...to...　be busy with　give away　on guard Let the students read the words and phrases after the teacher.The teache

22、r can give a brief introduction to the students if necessary or they may discuss with their partners. The teacher shows the questions on the screen. 1.Can you guess what someone is thinking or feeling by looking at their body language? 2.Do people from different parts of the world use different b

23、ody language?What about people who live in different parts of China? 3.How do you communicate the following with body language?Thank you!No.Yes.I don’t know.Come here. Step 3 Fast reading Read the passage quickly and summarize the main idea of each paragraph.After a few minutes,the teacher ch

24、ecks the main ideas they summarize. Step 4 Intensive reading This time you should read slowly and carefully.Show the following questions on the screen. 1.Not all body language is conscious. 2.Europeans shake hands with their left hand. 3.In Asia,people touch strangers when they meet. 4.In the

25、 US a “high five” is a way of saying hello. 5.A “high five” is a formal gesture. 6.Body language is less communicative than spoken or written language. Suggested answers: 1.T　2.F　3.F　4.T　5.F　6.F Step 5 Language study Ex.1 Complete the sentences with the words given. (The teacher shows the

26、words and exercise on the screen.) Aggressive deal gesture greet formal informal position trust unconscious Weapon 1.Guns and knives are two different types of__________. 2.Someone who has a(n)__________attitude may be violent. 3.You can __________someone by saying “Hello”. 4.Your ____

27、______is the way you are sitting or standing. 5.If you are __________of something you do not know it is happening. 6.A(n) __________is a business agreement. 7.A(n) __________is a movement of the body to communicate something. 8.If you __________someone you believe them and rely on them. 9.”Give

28、 me five!” is a(n) __________greeting. 10.People are usually more __________with people they don’t know. 1.weapons 2.aggressive 3.greet 4.position 5.unconscious 6.deal 7.gesture 8.trust 9.informal 10.formal Ex.2 Translate the following sentences into Chinese. 1.The weather varies from p

29、lace to place. 2.They were involved in the matter. 3.The children stared at the coloured ballons. 4.We made a deal and agreed to help him out. 5.The girls are busy greeting the foreigners over there. Step 6 Listening and consolidation Listen carefully.Pay attention to the pronunciation and in

30、tonation. Step 7 Summary and homework T:In this period we have learned some vocabulary and please try to keep them in mind after class.Through the reading of the text we know something about body language and non-verbal communication.We have learned that different people have different ways of ma

31、king communication through body language.After class,please read this passage again and again till you can recite it or retell it in your own words;meanwhile,try your best to master the useful expressions in this period.What’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are

32、 making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.So much for today.Good-bye,everyone! Activities and Research 1.Find out more information about body language. 2.Encourage the students to use the body language they have jus

33、t learned. The Design of the Writing on the Blackboard Module 3　Body Language and Non-verbal Communication The second period stare at make a deal be involved in vary from...to... be busy doing sth. Record after Teaching ___________________________________________________________________

34、____ _______________________________________________________________________ _______________________________________________________________________ Period 3　Grammar 1;Listening and Vocabulary Three Dimensional Teaching Aims Knowledge and Skills Make the students learn to sum up grammatica

35、l rules themselves. Make sure the students master the grammatical items. Train the students’ listening ability and improve their listening skill. Process and Strategies Motivate the students’ enthusiasm in taking part in the class. Feelings and Value Through the study of this period the studen

36、ts will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening. Teaching Important Points Encourage the students to sum up grammatical rules. Further improve the students’listening skill. Teaching Difficult P

37、oints To 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 Methods Individual work and pair work to make every student work in class. Teaching Procedures Step 1 Revision and lead

38、-in The teacher check the students’ homework of yesterday—reciting or retelling the reading passage. Step 2 Grammar 1 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

39、 finish the exercise below. Step 3 Listening and vocabulary T:Just now we have learned something about adverbial clause of condition.Follow me to do some listening.In Activity 1,you need to match the parts of the body with the words in the box.Look at the screen and follow me to read these words,

40、meanwhile,try to catch their meanings. (The teacher shows the following words on the blackboard) ankle　chest　eyebrow　finger　forehead　knee　lips　shoulder　wrist (The teacher displays the following words on the blackboard.) bend　bow　clap　hug　kiss　nod　raise　stare　wipe T:Let’s put them into use thro

41、ugh the following exercise. Complete the sentences with the words in the box above. 1.You use your lips to __________someone. 2.If you __________at someone you look at them for a long time. 3.If you __________you hand you lift it up. 4.You __________by moving your head up and down. 5.When you

42、bend your upper body forwards you__________. 6.You have to __________your knees to sit down. 7.If you’re hot you can __________the sweat from your forehead. 8.At the end of a concert or a play it is usual to__________. (The teacher gives a few minutes for the students to prepare.) Step 4 Sum

43、mary and homework T:Today we have learned adverbial clause of condition and two conjunctions when and if.After class,please do exercise 1 and exercise 2 on our workbook. The Design of the Writing on the Blackboard Module 3　Body Language and Non-verbal Communication The third period for the firs

44、t time show sb.the way nod one’s head take...off shake hands with sb. a bottle of thank sb.for sth./doing sth. Record after Teaching __________________________________________________________________ __________________________________________________________________ ___________________

45、_______________________________________________ Period 4　Function;Grammar 2;Pronunciation;Speaking Three Dimensional Teaching Aims Knowledge and Skills To let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies. To

46、 train their listening skills. To train their speaking skills. Process and Strategies Encourage the students to speak in class through organizing some practice. Feelings and Value Through listening to and making comparisons between an American accent and a British accent,train the student’s co

47、operation concept and deepen their understanding of American English and British English. Teaching Important Points To motivate the students to work together. Teaching Difficult Points How to enable the students to master the differences between an American English accent and a British English a

48、ccent. Teaching Methods Listening and discussion. Pair work as well as group work. Teaching Procedures Step 1 Revision and lead-in(Omission) Step 2 Function Look through these sentences and underline the modal verbs.Then discuss with your partners to see in which situation people use them

49、to give advice. (Show the following on the blackboard.) 1.We use the modal verb __________to give advice. 2.We use the modal verb __________to give strong advice. 3.You __________means It’s a good idea to... 4.You __________means It’s very important to... Step3 Work in pairs and complete the

50、m with should,must and their negative forms by guessing. Part1.Here are three sentences with adverbial clause of condition.Read them through and answer the questions below. Practice: Step 4 Speaking First please look at the instructions and ensure that you know what to do. T:Now I divide you i

51、nto groups of four to prepare the same role play together. (Circulate and monitor their performances.) Step 6 Summary and homework　 Homework today is to practice the American accent after class.That’s all for today.You are dismissed! The Design of the Writing on the Blackboard 　 Module 3　Bod

52、y Language and Non-verbal Communication The fourth period 1.It’s a good idea to do... 2.It’s important to do... 3.Every time sb.do... 4.Your mind goes blank. 5.by accident 6.by chance 7.make a toast 8.take a sip 9.refer to Record after Teaching _________________________________________

53、__________________ ___________________________________________________________ ___________________________________________________________ Period 5　Grammar 3;Writing;Everyday English Three Dimensional Teaching Aims Knowledge and Skills To train the students’ speaking. To make the students l

54、earn to write a reply to an invitation. To make the students practice expressing themselves by using both everyday English and body language. Process and Strategies Make the students learn how to use some simple Everyday English in a conversation. Through the analysis of the steps in writing a s

55、hort reply to an invitation,the students may learn some strategies in writing comparisons. Feelings and Value Through the study of this period deepen their understanding of different customs and culture of different countries and areas. Teaching Important Points Learn to write a reply to an invi

56、tation and compare a formal invitation and an informal one. Teaching Difficult Points Make the students compare two kinds of invitations. Learn to use everyday English to communicate by combining body language. Teaching Methods Pair work and individual work. Discussion. Practice &explanation.

57、 Teaching Procedures Step 1 Revision Check their workbook exercises. Have a dictation:communication,aggressive unconscious threatening involve deal spread give away hold up informal etc. Step 2 Grammar 3 Adverbial Clause of Concession Read the sentences and choose the correct meaning.You ca

58、n discuss with your partner if you have difficulty in understanding them. (After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition.Then show the answers on the blackboard) Discuss with your partner and fill in

59、the blanks with whoever,whenever,wherever or however. Step 3 Writing Read the invitations and answer the questions on the book. Step 4 Everyday English 1.Can I ask you a favour? A.Can I do something for you? B.Can you do something for me? 2.How are you doing? A.How are you? B.What are you

60、 doing? 3.What on earth can I talk about? A.There’s lots to talk about. B.I don’t know what to talk about. 4.Have a great time! A.Enjoy yourself. B.Stay a long time. Step 5 Summary and homework Homework today is to make up a dialogue trying to use the useful expressions we have learned.Th

61、is is the end of this class.You are dismissed. The Design of the Writing on the Blackboard 　 Module 3　Body Language and Non-verbal Communication The fifth period be rude to sb. switch on request social occasions Record after Teaching _____________________________________________________

62、__________________ _______________________________________________________________________ _______________________________________________________________________ Period 6　Cultural Corner;Task;Module File Three Dimensional Teaching Aims Knowledge and Skills Make the students master some new

63、words. Broaden their eyes with a passage about clapping. Instruct the students to learn to give advice for visitors to China. Process and Strategies Encourage the students to consolidate what they have learned often. Feelings and Value Through the cultural corner the students may know the impo

64、rtance of understanding the differences in customs as well as culture of different countries and areas. Teaching Important Points Make the students understand clapping deeply. Teaching Difficult Points How to give social advice for visitors to China. Teaching Methods Skimming and explanation

65、Teaching Procedures Step 1 Revision (Greet the students as usual.) 1.Check up their homework exercises. 2.Ask a few students to act out their own dialogue. Step 2 Cultural corner Read through this passage quickly to make sense of the word “clap”.Meanwhile,answer the questions: Why do peop

66、le clap? When do people clap in China?What about in other countries? Step 3 Task Every group sends a representative to write all topics you think out. Step 4 Module file This part can be used for the students to check their understanding of this module by themselves,or the teacher may revise what we have taught and learnt with the help of this file. The Design of the Writing on the Blackboard 　 Module 3　Body Language and Non-verbal Communication The sixth period giving gifts meet