1、Period 1 Introduction课题 必修 4 模块 3 课时 5 授课班级考点、知识点 文章中出现的重点短语和语言知识点学习目标1. 掌握阅读文章中出现的重点短语和语言点的用法。2. 学会分析句子和归纳总结知识点。重、难点 1. 重点：重点短语和语言点的理解和运用；2. 难点：句子的分析和知识点的归纳；Period 1 IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contac
2、t 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 teach
3、er 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
4、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 speaki
5、ng 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. Teac
6、hing 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
7、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
8、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 h
9、ave 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.
10、 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, Ill 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,
11、 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 pic
12、ture. 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? Volunteer? Go on. Ss: L
13、et 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. Pl
14、ease!Ss: In my opinion, it describes some people clapping happily and excitedly. T: Well done. So much for this part. Lets 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 expres
15、sions. 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 words 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.
16、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 di
17、fferent 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, lets perform a brainstorming activity. Now I divide you into four groupsGroup a, Group b, Group c and Gr
18、oup 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 r
19、eady? Ss: Yeah. Write your words on the blackboard. (Four students go to the blackboard and write. )T: Now lets 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 t
20、he reading or ask a student who knows them to give an explanation. )Group a12Group b10Group c13Group d15Now let me announce the winner in this activityIt is Group d. Congratulations. Now lets continue the contest. Use these words to make up sentences. Each sentence you make will get 5 points. (The t
21、eacher 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? Its 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
22、the winner at last. (Students clapping.)T: Thats 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 m
23、ain 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. Lets listen to it again. This time you need to listen very carefully and mak
24、e every effort to get the details. Meanwhile, match the situations with the picture above. Ready? Ss: Yeah. T: Lets 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. Situat
25、ion 1, any volunteer? Sa: Situation 1 matches Picture d. T: Good, sit down, please. What about Situation 2? Who wants to have a try? Sb: I think that it may be matched with Picture c. T: Good job. Absolutely right. Sit down, please. How about Situation 3? Anyone? Sc: Let me have a try. It is perhaps
26、 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. Lets come to Activity 3. Step 4 Say What You Do When You. . . T: Work in pair
27、s. 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. Volunteer? A pair
28、 of students raise their hands. T: OK, come up, please! You can begin now. Sa: Meet a friend. Sb: 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 activit
29、y 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. Sa, Would you like to have a try? Sa: I choose B. I am a girl with an inward character, so I dont communicate
30、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? Sb: D is my choice. As far as I am concerned, Id like to communicate with others very much, and I really love sharing what I love as well as what I hate. During the
31、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 weve mainly learned something about body languages by speaking and listening, so weve got more information ab
32、out 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 b
33、lackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next partReading and vocabulary. Thats all for today. Goodbye, everyone!Ss: Goodbye, Mr. /Mrs. . . The Design of the Writing on the BlackboardModule 3 Body La
34、nguage 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
35、 for TeachingLanguage Points1. shake v. shake hands with sb. 和某人握手Lets shake on it. 让我们为此握手。shake, tremble, quake这些动词意味着显示出不由自主的振动。shake 是最普通的: The floor shook when she walked across the room. 当她穿过房间时地板晃动。tremble 意指迅速、相当轻微的运动, 由于激动、虚弱或生气引起: I could feel the youngsters hand tremble in mine. 我能感到那个年轻人
36、的手在我的手中颤抖。quake 指更强烈的运动, 如由于冲击或巨变引起发抖: I was so terrified that my legs began to quake. 我被吓坏了, 连腿都开始发抖。2. introduce 1)介绍: 将（某人）名字介绍给他人以便相互熟悉introduce sb. to sb. 2)使熟悉, 带领: 提供给（某人）某事物的初步认识或初次经历Introduced me to weightlifting. 带领我认识举重。3)引进, 传入: 引入并在新地方或新环境得到承认Exotic plants that had been introduced from
37、the jungle. 从丛林中引进的异国植物。4)推行, 提倡: 引入到流通、使用或运行中;引起Introduced the new product in several test markets; introduced the tango into their circle of friends. 在试卖会中提倡新产品;在他们的朋友圈中推行探戈。say yes/no/hello/goodbye/thanks/sorry. . . 对说是、否、向某人问好、道别、表达谢意或歉意Background InformationBody LanguageAlthough we may not real
38、ize it when we talk with others we make ourselves understood not only by words. We send messages to the people around us also by expressions and body movements. We call it “body language”, which is a kind of communication, non-verbal communication. A smile and handshake show welcome, waving ones han
39、d is to say “goodbye”, nodding the head means agreement, while shaking it means disagreements. Putting up a hand means “May I ask a question? ”. Kissing means “love”. Waving ones arms show happiness. These gestures are accepted both by Chinese and Americans as having the same meanings. Because cultu
40、re influences communication, different countries have different culture. So the way people in different countries communicate is different too. For example, Arab people often greet by kissing on both cheeks. In Japan men greet by bowing. In the United States, people shake hands to show “their greeti
41、ng”. And the gesture of putting a hand on a persons neck is different for Chinese and Americans. For Chinese, it is to say “someone will be killed”. For Americans, it shows “Im full”. And in Thailand, if you want to signal a person to come near, you should move the fingers back and forth with palm d
42、own. But in the United States, you ask someone to come by holding the palm up and moving the fingers towards our body. And crossing ones legs in the United States is a sign of being relaxed. But in Korea, its not allowed. In Chinese, people hand everything with both hands to show their respect, but
43、for Muslims, they think the left hand is unclean and does not eat or pass something with it. Because of special culture influences some counties, some body language should attract our attention. In Turkey, putting ones hand in ones pockets is a sign of disrespect. In some Asian countries, you must n
44、ot touch the head of another person. And in China, people dont kiss or hug each other, except his/her lover. For an Arab, it is good manners to stand close to his friend when they are talking, but for English people, they dont like to be close to one another. And in parts of Asia, you must not sit w
45、ith your foot pointing at another person. All above show that it is important to know the meaning of gestures and movements in foreign country, foreigners should follow these customs, should learn their culture. So we can communicate with them in a correct way, not only by words, but also by body la
46、nguage. I think that it is important in our lives to show and learn body language. Examples of Body Languagenon-verbal behavior interpretationstanding with hands on hips readiness, aggressionsitting with legs crossed, foot kicking slightlyboredomsitting, legs apart open, relaxedarms crossed on chest
47、 defensivenesshand to cheek evaluation, thinkingtouching, slightly rubbing nose rejection, doubt, lyingrubbing the eye doubt, disbeliefhands clasped behind back anger, frustration, apprehensionhead resting in hand, eyes downcast boredomrubbing hands anticipationsitting with hands clasped behind head
48、, legs crossedconfidence, superiorityopen palm sincerity, openness, innocencepinching bridge of nose, eyes closed negative evaluationtapping or drumming fingers impatiencepatting/fondling hair lack of self-confidence; insecuritytilted head interestlooking down, face turned away disbeliefbiting nails insecurity, nervousness
