-
必修四
Module 3 Body
Language and Non-verbal
Communication
Period 1
Introduction
Teaching
Important Points
Master some words,
phrases
and useful
expressions describing body languages
and non-verbal communication.
Improve
the
students’
speaking
ability
by
tal
king,
discussing,
making
up
and
acting out
dialogues.
Improve the
students’ listening ability
.
Teaching Difficult Points
How to encourage students to take an
active part 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 listening
material.
Teaching Aids
Multimedia
A blackboard.
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
sure
the
students
use
simple
English
to
discuss
the
gestures
or
physical
contacts and
express what they mean.
Teaching Procedures
Step 1
Lead-in
Step 2 Match the verbs in the
box with the pictures
T:
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: (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
—
12
Group
b
—
10
Group
c
—
13
Group
d
—
15
Now let me
announce the winner in this
activity
—
It is Group d.
Congratulations.
Step 3
Listen 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. 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?
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 the
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. S
a
, Would you
like to have a try?
S
a
: I choose B. I
am a girl with an inward character, so I
do
n’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 homework
The Design of the Writing on the
Blackboard
Module 3
Body
Language and Non-verbal Communication
The first period
point,
shake, smile, wave
show. . . the way
communicate with
shake hands
Record after Teaching
____________________________________________ ______
________________________________
__________________
____________________
______________________________
Period 2
Reading and Vocabulary
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.
Teaching 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
to understand the passage better.
Explanation to help the students master
some Language Points.
Teaching Aids
A tape
recorder
A multimedia
Teaching Aims
Knowledge and
Skills
Train the students’ reading
ability.
Learn some useful
words and expressions.
Learn some facts about body language.
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 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 teacher can
give a brief introduction to
the students
if necessary or
they may discuss
with
their
partners. )
T: Now look at
the three questions on the screen and discuss them
in groups of
four.
(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 body
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
T:
OK!
You’ve
known
something
about
body
language.
Now
we
are
going
to
read
a
passage,
from
which
we
will
learn
more
about
body
language.
Open
your books and turn to
P22. Read the passage quickly and summarize the
main
idea of each paragraph.
Step 4
Intensive reading
T:
Quite true. We have known the main idea
of each paragraph. Now read the
passage
again
and
underline
the
useful
words,
phrases
and
expressions
as
well as say if these statements are T
or F on the screen. 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 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
T:
You
are
familiar
with
the
passage
now.
But
you
should
also
pay
enough
attention
to
some
useful
words
and
expressions.
Let’s
check
whether
we
have
mastered these words
and expressions through the following two
exercises.
Ex. 1 Complete
the sentences with the words given.
(The teacher shows the words and
exercise on the screen. )
aggressive
informal
deal
position
gesture
trust
greet
unconscious
formal
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
__________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 me five!” is
a(n) __________greeting.
10. People are usually more
_______
___with people they don’t know.
T: Read these words one by
one together and pay attention to the words where
the stress doesn’t fall on the first
syllable: aggressive, position, unconscious.
T: Complete this exercise
individually, and then check them with a partner.
(The teacher gives the
students two or three minutes to finish this
exercise, and
then can go around the
class to help those having difficulty in dealing
with it. )
(Two or three minutes later,
the teacher checks the answers. )
T:
Have you finished it?
Ss: Yeah.
T: Now let’s check the
answers together one by one.
Suggested answers:
1. weapons
6. deal
2. aggressive
7. gesture
3. greet
8. trust
4. position
9. informal
5. unconscious
10. formal
T: Just now you all did well. Now you
are going to do Ex. 2.
(The
teacher shows the following sentences
on the screen and asks
students
to
translate
them
one
by
one.
At
the
same
time,
the
teacher
explains
the
underlined
phrases. )
Ex. 2 Translate the following sentences
into Chinese.
1. The
weather varies from place 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.
(The
teacher
writes
the
phrases
on
the
blackboard:
vary
from. . .
to. . .
;be
involved in; stare at;
make a deal; be busy doing sth. )
Step
6 Listening and consolidation
T: Now
look at your books. I’ll play the tape. Listen
carefully. You can follow it
in a low
voice. Pay attention to the pronunciation and
intonation.
Step 7 Summary
and homework
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
______
__________________________________________________
_________
Period 3
Grammar
1; Listening and Vocabulary
Teaching
Important Points
Encourage the students
to sum up grammatical rules.
Further improve the students’ listening
skill.
Teaching Difficult
Points
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 Aids
multimedia,
tape-recorder & a blackboard
Teaching
Aims
Knowledge and Skills
Make 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.
Teaching Procedures
Step 1 Revision and lead-in
(Greet the students as usual. )
The teacher check the students’
homework of yesterday—
reciting or
retelling the
reading passage.
(The teacher asks a few
students to do this. )
Step 2 Grammar 1
T: Ok, so much for the check-up.
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. T
(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: 1.
E
2. C
3. B
4.
F
5. D
6. A
T: Now do you
understand this grammar better? Could you use when
and if to
make such sentences by
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。
2.
如果你被邀请到某人家里吃饭
,
最好带上礼物。
3.
你来中国的话
,
要学会用筷子。
4.
要是学外语
,
你要很努力。
5.
如果和日本人打招呼
,
你要稍微鞠躬。
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, meanwhile, try to catch
their meanings.
(The
teacher shows the following words on the screen. )
ankle
chest
eyebrow
finger
forehead
knee
lips
shoulder
wrist
T:
OK.
You
have
known
how
to
read
these
words
and
got
all
their
meanings,
right?
Ss: Yeah.
T: Now
work in pairs and match these words with parts of
your body by acting
them
out
as
follows.
One
chooses
any
word
of
them
and
says
it
quickly,
meanwhile, the
other needs to point at the exact body part
exactly as soon as
possible. Take turns
to do this. See if
you can perform them
correctly. The
more quickly and
correctly you perform, the better. Clear?
Ss: Yeah.
T: Good. Begin!
(The teacher goes around the class to
help those who have difficulty in doing this.
A few minutes later. )
T:
Stop here. Have you finished your performance yet?
Ss: Yes.
T: Great. Which pair would like to act
out before the class?
Pair
1: Let us have a try.
(They
come to the front of the class and act the words
out. )
T: Thank you. You gave an
excellent performance. If you are fond of this
activity,
you can continue it after
class, OK?
Ss: OK.
(The teacher
displays the following words on the screen. )
bend
bow
clap
hug
kiss
nod
raise
stare
wipe
T: Having finished reading these words
and known what they mean exactly, let’s
put them into use through the following
exercise.
Complete the
sentences with the words in the box above.
Example: You use your arms
to hug someone.
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 bend your upper body forwards
you__________.