高中英语新课标外研版必修4教案 Period1 IntroductionModule3 Body Language and Nonverbal Communicati.docx

高中英语新课标外研版必修4教案 Period1 IntroductionModule3 Body Language and Nonverbal Communicati.docx

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高中英语新课标外研版必修4教案Period1IntroductionModule3BodyLanguageandNonverbalCommunicati

Module3　BodyLanguageandNon-verbalCommunication

BriefStatementsBasedonThisModule

TheAnalysisofTeachingContentsinThisModule

Thetopicofthismoduleis“BodyLanguageandNon-verbalCommunication”.Relatedinformationisintroducedthroughreadingandlistening.ThereadingpartgivesabriefintroductionofbodylanguageindifferentcultureswhilethelisteningpartshowshowtobehavewellwhenyouareinvitedtoanAmerican’shome.Thevocabulary,sentencepatterns,grammar,themaincontentofthecontextaswellasthestudents’activitiessuchaslistening,speaking,readingandwritingandsoonalldeveloparoundthistopic.Theteachercandesignandorganizesuchactivitiesasorganizingstudentstointerviewforeignfriendsorcommunicatewithnetpaltodevelopthestudents’languageskillsandcommunicationskills.

Introduction

Thispartismadeupoffouractivitieswhichintroducenotonlyvocabularyconcerningphysiccontactorgesturesbutalsoapartofimportantexpressionsandbodylanguagesprobablyusedoncommunicationoccasions.Throughtheseactivitiesthestudentscanbefamiliarwithsomeusefulwordsandexpressionsconcerningnon-verbalcommunicationandmakegoodpreparationsforthefollowingreadingactivities.

Thispassagegivesabriefintroductionofhowbodylanguagesareusuallyusedindifferentcustomsandcultures.Andthreeexercisesconcerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage.

Grammar1

Thispartintroducesadverbialclauseofconditionaroundwhichthreeactivitiesaredesigned.ThroughActivity1thestudentscanhaveaknowledgeofthegeneralthingsofthisgrammarphenomenonsuchasthesituationitdescribes,thesubordinateconjunctionsitusestointroducethesituation,whyitisusedaswellasthetensesinboththeindependentclauseanddependentclause.AndActivity2willhelpstudentsbefarmorefamiliarwiththecontentofthepassageandgettoknowclearlyaboutthesituationswhereadverbialclauseofconditionisused,thatis,thisactivitywillbeofgreathelptoconsolidatewhatstudentshavelearnedinActivity1.ThelastactivityistomatchthetwopartsofthesentencesaboutbodylanguageinEuropeorAmerica.Itnotonlyfurtherconsolidatesstudents’understandingofthisgrammarphenomenon’susebutalsogetthemtoknowmoreaboutEuropeanandAmericanbodylanguagesandgesturesconcerningnon-verbalcommunicationsoastointeresttheminunderstanding“differentcountrieshavedifferentcustoms”and“wheninRome,doastheRomansdo”.

ListeningandVocabulary

Thispartbringsinboththecontentcloselyconcerningthethemeortopicofthismoduleintheformoflistening—behaviorsinthecommunicationwithwesternersandtherelatedvocabulary.Itismadeupoffouractivities.InActivity1studentsaredemandedtomatchthegivenwordswiththepartsofthebodyinthepicture.IthelpsthestudentsexactlyknowhowtoexpressthepartsofthebodyinEnglishandsmoothlyleadsstudentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsstudentshowtheirbodypartsareusedinnon-verbalcommunicationandhavethemformaseriesofvividpicturesintheirmindsaboutthesebodylanguages.BothActivity3and4arebasedonActivity1and2.ThroughActivity3,studentsneedtocatchthemainideaandfindoutthetopicstheyhaveheardintheconversation,otherwisetheycannotchoosetherightanswer.AtthesametimetheycanalsohaveagoodunderstandingofAmericancultureandcustomsindifferentsocialoccasionsofcommunication.IfweseeActivity3astrunkofabigtree,Activity4willbebranches.Thatistosay,eachpieceofadviceinActivity4embodiesoneofthetopicsinActivity3.Thisactivityrequiresstudentstolistencarefullyandunderstandtheconversationfullyanddeeplyinordertocatchasmanydetailsaspossible.Maybetheyneedtopaymuchattentiontohowtoaskforandgiveadvicecorrectly.SothishelpsstudentsbewellpreparedtostudytheFunctionpart.

Function

Thefunctionofthismoduleisabout“givingadvice”.Studentsaredemandedtomasterhowtousethemodalverbs“should”and“must”togiveadvice.Thispartcontainstwoactivities.InActivity1studentsneedtolookatthesentencesinListeningandVocabularyActivity4andtrytheirbesttolearnwhenandhowtousethemodalverbs“should”and“must”byusingthemtocompletethefollowingfoursentences.MeanwhilethisactivityalsolaysagoodfoundationforActivity2.Activity2notonlypracticestheuseofthemodalverbs“should”“shouldn’t”“must”and“mustn’t”butalsoislinkedtothethemeortopicofthismodule—differentculturesaswellasdifferentcustoms.Deeplyspeaking,itbothdevelopsandimprovesstudents’languageskillsandincreasesandbroadenstheirculturalknowledge.

Grammar2

Thispartisstillmainlyaboutadverbialclauseofcondition.Itprovidestwoactivitiesforstudents.ByreadingthesentencesandanswerthegivenquestionsinActivity1,studentscangetinformationsuchasinwhichsituationadverbialclauseofconditionisbestusedandthesubordinateconjunctionsthatareusedtolinkthedependentclauseandtheindependentclause.ItalsoprovidesenoughgrammarknowledgeforActivity2whichinsteadconsolidatesthegrammarphenomenonbyfillingintheblankswiththerightformofverbs.

Pronunciation

ThispartintroducessomedifferencesexistinginthepronunciationofboththeAmericanEnglishandtheBritishEnglish.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.InthefirstactivitystudentsneedtolistentotwospeakerswiththeAmericanaccentandtheBritishaccentrespectivelytonoticethedifferencesbetweenbothofthem.Duringthecourseoflisteningstudentsarerequiredtolistencarefullyinordertomakeagoodanddetailedcomparison.Activity2suppliesstudentsagoodchancetotellwhichaccentdifferentspeakersuserespectively.Inthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill.

Speaking

Inthispartthestudentsworkinpairstoperformarole-playgameintheformofactingoutadialogue.OneplaystheroleofaforeignfriendandaskhisorherpartnerforsomeinformationconcerningChinesecultureandcustoms,theothergiveahisorhersomegoodadviceusingthemodalverbssuchas“should”and“must”,meanwhileheorshecancheckifheorshehasreallymasteredhowtouseadverbialclauseofconditionbybeginninghisorhersentencesofadvicewith“if”.Sothispartconsolidatesthegrammarknowledgelearnedabove.

Grammar3

Thispartgivesabriefintroductionofadverbialclauseofconcessionandoffersrelativeactivities.Twoactivitiesaredesigned,thefirstofwhichcanleadstudentstoknowingabouttherealmeaningofadverbialclauseofconcessionintheformofchoosingthecorrectanswers.Thetwosentencesofthisactivityarebothfromthelisteningmaterialandcloselyconnectedtothethemeofthismodule,sothatifstudentsreallyunderstandandfurthermasterthemeaningofthem,theywillhaveadeepunderstandingofthethemeoncemore,whichmaystimulatethemtobeawareofcultureandcustomsindifferentcountries.Thesecondactivityisdesignedtohelpstudentslearnsomesubordinateconjunctionswithwhichtheadverbialclauseofconcessionbegins.Thisactivityisofgreathelptoconsolidatestudents’knowledgeofthisgrammar.

Writing

Themaincontentofthispartistoansweraninvitationandthreeactivitiesareprovidedtohelpstudentsgiveacorrectreply.Activity1isaprewritingactivityandshowstwoinvitationswithdifferentstyles—oneformal,theotherinformal.Studentsneedtoreadthemandcatchthemainideaandsomedetailssoastotellthedifferencesbetweentheformalstyleandtheinformalstyle.Meanwhileitcanlayknowledgefoundationfortheirreply.Activity2offersfourexpressionsforstudentstojudgewhethertheyareformalorinformal.Thisactivitysupplieshelpfulinformationthatstudentscanmakeuseofintheirreply.It,aswellasActivity1,offersthenecessarypreconditiontoActivity3.Basedonthetwoactivitiesabove,studentsarerequiredtowriteashortreplytoeitherinvitationinActivity3,whichconsolidateswhattheyhavejustlearnedabove.

EverydayEnglish

ThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife.Meanwhile,theycanalsoimprovestudents’oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries,whichembodiesthethemeortopicofthismodule.

CulturalCorner

Thispartisfocusedonapassageintroducingtheoriginandfunctionofclapping.Afterreadingitstudentscanhaveabetterunderstandingofnon-verbalcommunication.Inordertohelpstudentsgetasmanydetailsaspossibletwoquestionsaregivenasaclue.

Task

Thetaskofthismoduleis“preparingsomesocialadviceforvisitorstoChina”.Itrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvarioussocialsituationstowriteabout.Andthentheyhadbetterwriteashortparagraphoneachtopictoshowvisitorswhattheyshoulddoinallaspectssuchasclothing,food,shelterandeventheirdoing.Eachparagraphoughttobeginwithifyouorwhenyouandusethemodalverbs“should（n’t>”and“must（n’t>”,whichmakessurethatstudentsgooverwhat