(新)高中英語新課標外研版必修4教案Period1Introducti

Module3BodyLanguageandNon-verbalCommunicationBriefStatementsBasedonThisModuleTheAnalysisofTeachingContentsinThisModuleThetopicofthismoduleisBodyLanguageandNon-verbalCommunication".Relatedinformationisintroducedthroughreadingandlistening.ThereadingpartgivesabriefintroductionofbodyIanguageindifferentcultureswhilethelisteningpartshowshowtobehavewellwhenyouareinvitedtoanAmerican'home.Thevocabulary,sentencepatterns,grammar,themaincontentofthecontextaswellasthestudents'activitiessuchaslistening,speaking,readingandwritingandsoonalldeveloparoundthistopic.Theteachercandesignandorganizesuchactivitiesasorganizingstudentstointerviewforeignfriendsorcommunicatewithnetpaltodevelopthestudents'languageskillsandcommunicationskills.IntroductionThispartismadeupoffouractivitieswhichintroducenotonlyvocabularyconcerningphysiccontactorgesturesbutalsoapartofimportantexpressionsandbodyIanguagesprobablyusedoncommunicationoccasions.Throughtheseactivitiesthestudentscanbefamiliarwithsomeusefulwordsandexpressionsconcerningnon-verbalcommunicationandmakegoodpreparationsforthefollowingreadingactivities.ThispassagegivesabriefintroductionofhowbodyIanguagesareusuallyusedindifferentcustomsandcultures.Andthreeexercisesconcerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage.Grammar1Thispartintroducesadverbialclauseofconditionaroundwhichthreeactivitiesaredesigned.ThroughActivity1thestudentscanhaveaknowledgeofthegeneralthingsofthisgrammarphenomenonsuchasthesituationitdescribes,thesubordinateconjunctionsitusestointroducethesituation,whyitisusedaswellasthetensesinboththeindependentclauseanddependentclause.AndActivity2willhelpstudentsbefarmorefamiliarwiththecontentofthepassageandgettoknowclearlyaboutthesituationswhereadverbialclauseofconditionisused,thatis,thisactivitywillbeofgreathelptoconsolidatewhatstudentshavelearnedinActivity1.ThelastactivityistomatchthetwopartsofthesentencesaboutbodyIanguageinEuropeorAmerica.Itnotonlyfurtherconsolidatesstudents'understandingofthisgrammarphenomenon'usebutalsogetthemtoknowmoreaboutEuropeanandAmericanbodyIanguagesandgesturesconcerningnon-verbalcommunicationsoastointeresttheminunderstandingdifferentcountrieshavedifferentcustoms"andwheninRome,doastheRomansdo".ListeningandVocabularyThispartbringsinboththecontentcloselyconcerningthethemeortopicofthismoduleintheformoflistening—behaviorsinthecommunicationwithwesternersandtherelatedvocabulary.Itismadeupoffouractivities.InActivity1studentsaredemandedtomatchthegivenwordswiththepartsofthebodyinthepicture.IthelpsthestudentsexactlyknowhowtoexpressthepartsofthebodyinEnglishandsmoothlyleadsstudentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsstudentshowtheirbodypartsareusedinnon-verbalcommunicationandhavethemformaseriesofvividpicturesintheirmindsaboutthesebodyIanguages.BothActivity3and4arebasedonActivity1and2.ThroughActivity3,studentsneedtocatchthemainideaandfindoutthetopicstheyhaveheardintheconversation,otherwisetheycannotchoosetherightanswer.AtthesametimetheycanalsohaveagoodunderstandingofAmericancultureandcustomsindifferentsocialoccasionsofcommunication.lfweseeActivity3astrunkofabigtree,Activity4willbebranches.Thatistosay,eachpieceofadviceinActivity4embodiesoneofthetopicsinActivity3.Thisactivityrequiresstudentstolistencarefullyandunderstandtheconversationfullyanddeeplyinordertocatchasmanydetailsaspossible.Maybetheyneedtopaymuchattentiontohowtoaskforandgiveadvicecorrectly.SothishelpsstudentsbewellpreparedtostudytheFunctionpart.FunctionThefunctionofthismoduleisabout?ivingadvice".Studentsaredemandedtomasterhowtousethemodalverbsshould"andmust"togiveadvice.Thispartcontainstwoactivities.InActivity1studentsneedtolookatthesentencesinListeningandVocabularyActivity4andtrytheirbesttolearnwhenandhowtousethemodalverbsshould"andmust"byusingthemtocompletethefollowingfoursentences.MeanwhilethisactivityalsolaysagoodfoundationforActivity2.Activity2notonlypracticestheuseofthemodalverbsshould"shouldn'"must"andmustn'"butalsoislinkedtothethemeortopicofthismodule—differentculturesaswellasdifferentcustoms.Deeplyspeaking,itbothdevelopsandimprovesstudents'languageskillsandincreasesandbroadenstheirculturalknowledge.Grammar2Thispartisstillmainlyaboutadverbialclauseofcondition.ltprovidestwoactivitiesforstudents.ByreadingthesentencesandanswerthegivenquestionsinActivity1,studentscangetinformationsuchasinwhichsituationadverbialclauseofconditionisbestusedandthesubordinateconjunctionsthatareusedtolinkthedependentclauseandtheindependentclause.ItalsoprovidesenoughgrammarknowledgeforActivity2whichinsteadconsolidatesthegrammarphenomenonbyfillingintheblankswiththerightformofverbs.PronunciationThispartintroducessomedifferencesexistinginthepronunciationofboththeAmericanEnglishandtheBritishEnglish.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.lnthefirstactivitystudentsneedtolistentotwospeakerswiththeAmericanaccentandtheBritishaccentrespectivelytonoticethedifferencesbetweenbothofthem.Duringthecourseoflisteningstudentsarerequiredtolistencarefullyinordertomakeagoodanddetailedcomparison.Activity2suppliesstudentsagoodchaneetotellwhichaccentdifferentspeakersuserespectively.lnthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill.SpeakingInthispartthestudentsworkinpairstoperformarole-playgameintheformofactingoutadialogue.OneplaystheroleofaforeignfriendandaskhisorherpartnerforsomeinformationconcerningChinesecultureandcustoms,theothergiveahisorhersomegoodadviceusingthemodalverbssuchasshould"andmust",meanwhileheorshecancheckifheorshehasreallymasteredhowtouseadverbialclauseofconditionbybeginninghisorhersentencesofadvicewithif".Sothispartconsolidatesthegrammarknowledgelearnedabove.Grammar3Thispartgivesabriefintroductionofadverbialclauseofconcessionandoffersrelativeactivities.Twoactivitiesaredesigned,thefirstofwhichcanleadstudentstoknowingabouttherealmeaningofadverbialclauseofconcessionintheformofchoosingthecorrectanswers.Thetwosentencesofthisactivityarebothfromthelisteningmaterialandcloselyconnectedtothethemeofthismodule’s。thatifstudentsreallyunderstandandfurthermasterthemeaningofthem,theywillhaveadeepunderstandingofthethemeoncemore,whichmaystimulatethemtobeawareofcultureandcustomsindifferentcountries.Thesecondactivityisdesignedtohelpstudentslearnsomesubordinateconjunctionswithwhichtheadverbialclauseofconcessionbegins.Thisactivityisofgreathelptoconsolidatestudents'knowledgeofthisgrammar.WritingThemaincontentofthispartistoansweraninvitationandthreeactivitiesareprovidedtohelpstudentsgiveacorrectreply.Activity1isaprewritingactivityandshowstwoinvitationswithdifferentstyles—oneformal,theotherinformal.Studentsneedtoreadthemandcatchthemainideaandsomedetailssoastotellthedifferencesbetweentheformalstyleandtheinformalstyle.Meanwhileitcanlayknowledgefoundationfortheirreply.Activity2offersfourexpressionsforstudentstojudgewhethertheyareformalorinformal.Thisactivitysupplieshelpfulinformationthatstudentscanmakeuseofintheirreply.It,aswellasActivity1,offersthenecessarypreconditiontoActivity3.Basedonthetwoactivitiesabove,studentsarerequiredtowriteashortreplytoeitherinvitationinActivity3,whichconsolidateswhattheyhavejustlearnedabove.EverydayEnglishThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife.Meanwhile,theycanalsoimprovestudents'oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries,whichembodiesthethemeortopicofthismodule.CulturalCornerThispartisfocusedonapassageintroducingtheoriginandfunctionofclapping.Afterreadingitstudentscanhaveabetterunderstandingofnon-verbalcommunication.Inordertohelpstudentsgetasmanydetailsaspossibletwoquestionsaregivenasaclue.TaskThetaskofthismoduleispreparingsomesocialadviceforvisitorstoChina".Itrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvarioussocialsituationstowriteabout.Andthentheyhadbetterwriteashortparagraphoneachtopictoshowvisitorswhattheyshoulddoinallaspectssuchasclothing,food,shelterandeventheirdoing.Eachparagraphoughttobeginwithifyouorwhenyouandusethemodalverbs§hould(n't)"andmust(n'”,whichmakessurethatstudentsgooverwhattheyhavelearnedinGrammarpartandconsolidatestheirunderstandingofadverbialclauseofcondition.Finallyworkingroupstointroducewhattheywritetoeachother.Maybethiswayraisestheirawarenessofcooperation.ModuleFileThispartisasummaryofthismodule.Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises.SixperiodsforteachingPeriod1:IntroductionPeriod2:ReadingandVocabularyPeriod3:Grammar1;ListeningandVocabularyPeriod4:Function;Grammar2;Pronunciation;SpeakingPeriod5:Grammar3;Writing;EverydayEnglishPeriod6:CulturalCorner;Task;ModuleFilePeriod1IntroductionTheGeneralIdeaofThisPeriodDuringthisperiodwewilllearnsomenewwordsthatcanbeusedtodescribephysiccontactandgestures.IndealingwithActivity1theteachermayencouragethestudentstodiscussthefourpictures.Someperformancesmaybeofgreathelpinleadinginthispart.ThetaskofActivity2istolistenandmatchthesituationswiththepictures.Activity3isrelatedtospeaking.Theteachermayaskthestudentstoworkinpairsandmakeupadialogue.Andthenseveralpairsneedtoactouttheirdialogue.Thelastactivityisreadingandansweringthequestions.Youcanmakethemdoitbythemselvesandthenchecktheanswers.TeachingImportantPointsMastersomewords,phrasesandusefulexpressionsdescribingbodyIanguagesandnon-verbalcommunication.Improvethestudents'speakingabilitybytalking,discussing,makingupandactingoutdialogues.Improvethestudents'listeningability.TeachingDifficultPointsHowtoencouragestudentstotakeanactivepartinthespeakingandlisteningactivities.Howtoimprovethestudents'speakingandlisteningability.TeachingMethodsIndividualwork,pairworkorgroupworktomakeeverystudentparticipateinclass.Listeningandmatchingactivitytohelpthestudentshaveagoodunderstandingofthelisteningmaterial.TeachingAidsMultimediaAblackboard.ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords,phrasesandusefulexpressions.EncouragethestudentstoknowhowtodescribebodyIanguagesorgesturesinEnglish.MakesurethestudentsusesimpleEnglishtodiscussthegesturesorphysicalcontactsandexpresswhattheymean.ProcessandStrategiesTrainthestudents'speakingabilitythroughindividual,pairworkandgroupwork.Trainthestudents'listeningabilitythroughlisteningandmatchingexercise.FeelingsandValueDeepenthestudents'correctunderstandingofwhattheirpartnerreallymeanandmakearesponse.Havethestudentsknowaboutsomecultureandcustomsconcerningnon-verbalcommunicationandstrengthentheircommunicativeawareness.TeachingProceduresStep1Lead-inT:Goodmorning,boysandgirls!Ss:Goodmorning,sir!T:Inlastmodulewehavelearnedsomethingabouttrafficjamathomeandabroad.TodaywearegoingtolearnsomethingaboutcommunicationwithoutwordsbutbodyIanguage.T:(Theteachershowsapileofpicturesofphysicalcontacts.)HereareseveralpicturesconcerningphysicalcontactandbodyIanguageorgestures.Youmaybefamiliarwithsomeofthem.DoyouknowhowtoexpresstheminEnglish?Nowdiscusstheminpairsorgroups.Inafewminutes,l'llasksomestudentstotalkaboutthem.(Thestudentsbegintodiscussthepictures.Andtheteachergoesaroundtheclassandjoinsthem.Afewminuteslater,theteachersaysthefollowing.)T:Areyouready?Whocangiveusatalkaboutthefirstpicture?Anyvolunteer?Ss:Letmehaveatry」thinktheoldmanisthegrandfather,andtheboyishisgrandson.Thegrandsoniscrying,sotheoldmanispattingtheheadofthelittleboyinthefirstpicture.Ss:Picture2showsusawomanclappingwithabigsmileonherface.Ss:Wecouldseethatamanisdraggingawomanviolentlyinthefourthpicture.Maybethewomanhasdonesomethingwrongwhichmakesthemanangry.T:Youareclever,goodguy.Anydifferentopinion?Volunteer?Goon.Ss:Letmehaveatry.Thereisawomanwhoisholdingherbabyinherarmsveryhappilyinthefifthpicture.T:Completelytrue.Meanwhile,yourpronunciationisverybeautifulandfluent.Anotherone?Describethenextpicture.Whowantstotakethischanee?Ss:Me.(Aboyraiseshishand.)T:OK.PIease!Ss:lnmyopinion,itdescribessomepeopleclappinghappilyandexcitedly.T:Welldone.Somuchforthispart.Let'gotothenextpart.Step2MatchtheverbsintheboxwiththepicturesT:Justnowwehavediscussedsomepicturesconcerningphysicalcontactandlearnedsomewordsandexpressions.NowopenyourbooksandturntoPage21.Readthesefourwordsafterme.(Theteacherreadsthewords,followedbythestudentsandperformseachword'meaningwithgestures.)T:No.1point.Ss:Point.T:lnwhichpicturearepeoplepointing?Ss:Picturea.T:Right.No.2.shake.Ss:Shake.T:lnwhichpicturearepeopleshakingtheirhands?Ss:Pictured.T:Goodjob.Nextword:smile.Ss:Smile.T:Couldyouseeinwhichpicturepeoplearesmiling?Ss:Picturec.Ss:No,Pictureb.Ss:ButthegirlinPictureaisalsosmiling.T:Excellent.Youarealltrue.Differentpeoplehavedifferentopinions.Peopleareallsmilinginthesethreepictures,buttherightanswerisPicturecbecausepeopleinanothertwopicturesalsoshowothergestures.Havingfinishedthisexercise,let'performabrainstormingactivity.NowIdivideyouintofourgroups—Groupa,Groupb,GroupcandGroupd.EachgrouptryyourbesttothinkoutasmanyEnglishnamesconcerningallkindsofbodymovementsorgesturesaspossibleandthensendarepresentativetowritethemontheblackboard.Now5minutesforyoutoprepare.Youcanalsorefertoyourdictionary.T:(Fiveminuteslater)Areyouready?Ss:Yeah.Writeyourwordsontheblackboard.(Fourstudentsgototheblackboardandwrite.)T:Nowlet'countthewordsofeachgrouptogetherandchoosethegroupwhogivesmorewordsasatemporarywinner.(Duringthiscourse,ifnewwordsappear,theteachershouldexplainthemandleadthereadingoraskastudentwhoknowsthemtogiveanexplanation.)Groupa—12Groupb—10Groupc—13Groupd—15Nowletmeannouncethewinnerinthisactivity—ItisGroupd.Congratulations.Nowlet'scontinuethecontest.Usethesewordstomakeupsentences.Eachsentenceyoumakewillget5points.(Theteacherrulesoutthewordusedtomakeasentence.)One,two,begin!Ss:...T:Timeisup.Excellent.Youhavegivenagoodperformance.Whowinsthisbout?It'clear,right?Groupa,20points;Groupb,25points;Groupc,20points;andGroupd,25pointstoo.Congratulations,Groupd,youarethewinneratlast.(Studentsclapping.)T:That'allforthisactivity.Followmetothenextpart.Step3ListenandmatchthesituationswiththepicturesT:Inthispartyouaregoingtohearapieceoflisteningmaterial.Thefirsttimeyouneedtojustlistentothematerialandtrytogetthemainidea.Areyouready?(Theteacherplaysthetapeforthestudents.)T:Thelisteningiscompletedforthefirsttime.Haveyougotthemainidea?Ss:(Someofthem)Yes.(Butsomeofthem)No.T:OK.Keepsilent,please.Let'listentoitagain.Thistimeyouneedtolistenverycarefullyandmakeeveryefforttogetthedetails.Meanwhile,matchthesituationswiththepictureabove.Ready?Ss:Yeah.T:Let'begin.(Theteacherplaysthetapeoncemore.)T:(Afewminuteslaterthelisteningisfinished.)Haveyoufinishedyourexerciseyet?Ss:Yes.T:Letmecheckyouranswersnow.Situation1,anyvolunteer?Sa:Situation1matchesPictured.T:Good,sitdown,please.WhataboutSituation2?Whowantstohaveatry?Sb：lthinkthatitmaybematchedwithPicturec.T:Goodjob.Absolutelyright.Sitdown,please.HowaboutSituation3?Anyone?Sc:Letmehaveatry.ItisperhapsPicturea.T:Trueorfalse?(Askingthewholeclass)Ss:True.T:OK.Sitdown,please.Thelastsituation?Sayittogether?Ss:Pictureb.T:Youalldidgoodjobs.Thanksforyourcooperation.Thisactivityisovernow.Let'cometoActivity3.Step4SayWhatYouDoWhenYou...T:Workinpairs.Actoutthemovementsandsaytherelevantwordsandexpressionsaccordingtothefollowingsituationsgiveninthisactivity.Fiveminutesforyoutoprepare.(Fiveminuteslater)T:Areyoureadynow?Ss:Yes.T:Nowwhichpairwantstoactthemoutinfrontofthewholeclass.Volunteer?Apairofstudentsraisetheirhands.T:OK,comeup,please!Youcanbeginnow.Sa：Meetafriend.Sb:Performsit.T:Isheright?Ss:Yes.T:Thankyouverymuch.Allofyouperformgreatlywell.Somuchforthisactivity.TurntoActivity4.Step5ReadandanswerthequestionsT:Inlastactivitysomestudentsperformedalotofsituations.Thisactivityisanopenone,sodifferentstudentshavedifferentopinions.ChooseananswerforExercise1andgivereasonsforyourchoice.Sa,Wouldyouliketohaveatry?Sa:IchooseB.Iamagirlwithaninwardcharacter,soIdon'tcommunicatewithothersmuch.EvenifIhavetodothis,IusuallyusewordsinsteadofbodyIanguages.T:Goodidea.Whohasadifferentopinion?Sb:Dismychoice.AsfarasIamconcerned,l'dliketocommunicatewithothersverymuch,andIreallylovesharingwhatIloveaswellaswhatIhate.Duringthecommunicatingcourse,Iusuallymakefulluseofmybody,becauseonlyinthiswaycouldIexpressmyselfcompletely.T:Outwardguy,haha?Ss:...Step6SummaryandhomeworkInthisclasswevemainlylearnedsomethingaboutbodyIanguagesbyspeakingandlistening,sowe'vegotmoreinformationaboutbodyIanguagesandourspeakingandlisteningabilitieshavebeenimproved.Atthesametime,wehavelearntsomewords,suchaspoint,shake,smileandsomesituationsinwhichyouusebodyIanguagesuchasmeetafriend,showsomeonetheway,saynoandsoon.(Theteacherwritesthemontheblackboard.)Youshouldrememberthemandlearntousethem.Afterclass,trytocollectmoreinformationaboutbodyIanguageandpreparefornextpart—Readingandvocabulary.That'allfortoday.Goodbye,everyone!Ss:Goodbye,Mr./Mrs...TheDesignoftheWritingontheBlackboardModule3BodyLanguageandNon-verbalCommunicationThefirstperiodpoint,shake,smile,waveshow...thewaycommunicatewithshakehandsRecordafterTeachingActivitiesandResearch1.EncouragethestudentstocollectmorebodyIanguagesindifferentcountries.2.Makethestudentsdebatewitheachother.RefereneeforTeachingLanguagePointsl.shakev.shakehandswithsb.和某人握手Let'shakeonit.讓我們?yōu)榇宋帐?。shake,tremble,quake這些動詞意味著顯示出不由自主的振動。shake是最普通的：Thefloorshookwhenshewalkedacrosstheroom.當她穿過房間時地板晃動。tremble意指迅速、相當輕微的運動，由于激動、虛弱或生氣引起：Icouldfeeltheyoungster'handtrembleinmine.我能感到那個年輕人的手在我的手中顫抖。quake指更強烈的運動，如由于沖擊或巨變引起發(fā)抖：Iwassoterrifiedthatmylegsbegantoquake.我被嚇壞了，連腿都開始發(fā)抖。2.introduce1）介紹:將（某人）名字介紹給他人以便相互熟悉introducesb.tosb.2）使熟悉，帶領:提供給（某人）某事物的初步認識或初次經(jīng)歷Introducedmetoweightlifting.帶領我認識舉重。3）引進，傳入:引入并在新地方或新環(huán)境得到承認Exoticplantsthathadbeenintroducedfromthejungle.從叢林中引進的異國植物。4)推行，提倡：引入到流通、使用或運行中；引起Introducedthenewproductinseveraltestmarkets)ntroducedthetangointotheircircleoffriends.在試賣會中提倡新產(chǎn)品；在他們的朋友圈中推行探戈。sayyes/no/hello/goodbye/thanks/sorry...對……說是、否、向某人問好、道別、表達謝意或歉意BackgroundInformationBodyLanguageAlthoughwemaynotrealizeitwhenwetalkwithotherswemakeourselvesunderstoodnotonlybywords.Wesendmessagestothepeoplearoundusalsobyexpressionsandbodymovements.WecallitbodyIanguage”whichisakindofcommunication,non-verbalcommunication.Asmileandhandshakeshowwelcome,wavingone'shandistosaygoodbye",noddingtheheadmeansagreement,whileshakingitmeansdisagreements.PuttingupahandmeansMayIaskaquestion?".Kissingmeanslove".Wavingone'sarmsshowhappiness.ThesegesturesareacceptedbothbyChineseandAmericansashavingthesamemeanings.Becausecultureinfluencescommunication,differentcountrieshavedifferentculture.Sothewaypeopleindifferentcountriescommunicateisdifferenttoo.Forexample,Arabpeopleoftengreetbykissingonbothcheeks.InJapanmengreetbybowing.lntheUnitedStates,peopleshakehandsto