MODULE 3 Body Language and Nonverbal Communication教案Word文档下载推荐.docx

1、。Cultural Corner + Writing1，该部分介绍了鼓掌的起源及作用，独有帮助学生增进对非语言交际知识的了解。2，要求学生能辨别正式文体与非正式文体的请帖，并能用相应的文体回复。 课时划分第一课时Introduction + Speaking+ Everyday English第二课时Reading and Vocabulary第三课时Grammar + Function第四课时Listening and Vocabulary + Pronunciation 第五课时Cultural Corner + Writing 分课时教学设计一、教学内容分析教学内容Module 3 Bo

2、dy Language and Non-verbal Communication 教学对象高一（）、（）班教学项目词语Communication communicate unconscious vary on guard formal内容教学目标语言知识熟悉有关非语言交际的词汇. 日常英语表达.语言技能 会对话扮演角色,语言运用1，通过课本上的有关活动让学生初步熟悉有关非语言交际的词汇。情感态度培养学生对生活中语言的丰富产生兴趣。文化意识了解中外有关非语言交际的文化习俗。学习策略通过相关练习和讨论，正确理解对方话语的含义并作出反应。教学重点交际用语以及非语言交际的了解。教学难点非语言交际在不同

3、国家的区别。运用任务Task of Module 3:Task of Period 1: 了解有关中国文化习俗方面的情况。熟悉有关非语言交际的词汇。要求学生理解所列出的四个日常英语表达。教学方法任务教学法教学媒体交互白板，PPT课件二、课堂教学过程预设时间教学步骤教师活动学生活动教学目的第1-3分钟启动Greet the class.Step 1 Lead in As we know, we communicate with each other not only by spoken language but also by body language. Different body posi

4、tions have different meanings. Spoken languages include smile, angry, wave and so on. 问候老师；观看图片。引起学生注意力和兴趣。4-20词汇学习Now match the verbs in the box with the picture. point shake smile wave The key:At the same time, the teacher shows some pictures. a） point b） wave c） smile d） shake And the teacher sho

5、ws some other body languages. “hang ones head, pull a long face , embrace, applause, shrug ones shoulder, frown”Point: point to 和point at 都含有“指着”的意思, 两者一般可以相互换用.例如:The teacher is pointing at （to） the map on the wall. 老师指着墙上的地图.但主语是事物时, 一般用point to 作谓语.point at 可以分开使用, 即point 后直接跟名词或代词作宾语, 再跟介词at 表示方

6、向, 意为“把指向”,而point to 却不得分开使用。例如：The soldier pointed his gun at the doctor. 士兵用枪指着医生。point out 意为“指出”， 其中out 是副词。如果它后面的宾语是代词，则必须把该宾语放在out之前。Luckily the man knew Mr Green and pointed him out to us. 幸好这个人认识格林先生，于是便把他指给我们看。point out 后面还可以接宾语从句Step 2 Listen and match the situations with the pictures. The

7、 teacher plays the tape. 3 Finish activity 3 The teacher may divide the whole class into several groups. Each group finishes their fixed task. At last, each group may appoint two students to act the situation. 4 Finish activity 4 （free choices）Read and answer the questions. 听并跟读单词，理解词汇意思。认知并熟悉新词汇的含义

8、，培养独立学习的能力。21-26新词汇学习Read out the following words and make sure that the Ss understand the meaning of each word.： aggressive .deal gesture greet formal informal position trust unconscious weapon跟读单词，理解其词义。为下一步阅读扫清词汇障碍。27-38口语训练Speaking （page27）1. Pair work两两结对展开对话。训练学生的交际能力，检查对本模块话题的掌握情况。39-44练习Task

9、 2: Everyday English（page 28）Decide what the phrases.选择答案学习几个日常用语的用法。45分钟布置作业1. Ask Ss to practice making a dialogue .2. Ask Ss to preview Reading and Vocabulary in the module.记录任务。拓展学习资料。Module 3Body Language and Non-verbal Communication Reading and Vocabularyaggressive .deal gesture greet formal i

10、nformal position trust unconscious weaponAlthough these are very important, we communicate with more than just spoken and written words. 2. Like other animals, we are on guard until we know it is safe to relax. If our right hand is busy greeting someone, it cannot be holding a weapon. Nowadays, it i

11、s quite a common greeting其它课文词汇：Reading: 通过阅读上下文能够猜测出某些词汇的含义；Listening: 能听懂有关话题描述；Speaking: 能运用相关句式描述话题；Writing: 根据要求，完成有关的句子描述。根据上下文，学习理解。培养关注不同的交际意识。培养关注了解中外有关非语言交际的文化习俗意识。整体阅读中认知，根据上下文猜测理解某些词汇的含义。培养阅读上下文猜测词义的技巧。学习提取文章有用信息，猜测词义的方法。开发学生想象力，进一步熟练使用本模块词汇。1-5Step1 presentation The teacher shows three

12、pictures about body language. One is the picture of Yang Liping. Her picture of Que Zhi Ling（雀之灵）; The other two are about Mr. Bean, and Chaplin. At the same time, the teacher says: We can get the information from the body gestures besides learned language. So the teacher presents the title of the t

13、ext Body Language 问候老师。观看图片，讨论并记录讨论结果。引入阅读话题，激发学生想象力。5-6阅读前Read the passage again and choose the best title. 1.Saying it without words. 2.When in Rome, Do as the Romans Do3.Greetings Around the world. 4.Read My Mind. 完成词汇练习了解阅读任务。明确阅读任务。7-31阅读中任务While-readingAccording to the text fill in blanks. We

14、use both and to express our thoughts and opinions and to_with other people. Just like spoken language, body language from culture to culture. （The key: words; body language; communicate; varies.） Every culture has developed a formal way to strangers. Traditionally, Europeans and Americans . They do

15、this with the _ hand. That means I trust you. Im not carrying a _weapon. （The key: greet; shake hands; right; threatening） Greetings in countries do not_ touching the other person, but they always involve the hands. （The key: Asian; involve）Today American youths often greet each other with the expre

16、ssion,” Body language is fascinating for anyone to study. People a much more by their than by their words. （The key: give me five; give away; gestures）阅读文章，逐一完成各项活动所要求的任务。核对答案。通过不同的任务帮助学生在阅读中养成猜测词汇含义的习惯，训练词汇学习的技巧和能力。32-44阅读后Post-reading2. Individual work完成（Page23）的课文练习。浏览语言点。听录音。写出至少五个句子归纳文章大意。帮助学生更

17、好地理解文中。通过听录音，巩固词汇及课文理解。利用书写的形式，训练学生归纳文章主题大意的能力。45Read the passage again after class.Ask Ss to prepare for the Listening class.记录课后作业。巩固课文理解；预习下一个课时Module 3 Body Language and Non-verbal Communication Grammar + FunctionGrammar1，2 掌握条件状语从句，让步状语从句语法掌握掌握条件状语从句，让步状语从句语法正确运用。写出含有条件状语从句，让步状语从句的句子。增强英语语法学习的信

18、心，正确理解英语语法的作用。理解英语与汉语在表达形式上的差异。通过大量的练习，增强对条件状语从句，让步状语从句的理解。怎样能掌握条件状语从句，让步状语从句。1. 掌握掌握条件状语从句，让步状语从句的灵活运用。2，提建议。Task of Period 3: Complete the exercises about 条件状语从句，让步状语从句的结构练习。第1启动教学。2-25语法学习条件状语从句Look at these sentences from the passage.If you say the word “communication”, most people think of word

19、s and sentences. We use “learned” body language when we are introduced to strangers. Now tick the true statements.The sentences from the passage. 1.Describe common situations.2.Describe impossible situation. 3.Use if or when to introduce the situation.4.Explain the result of the situation in the oth

20、er part of the sentence.5.Use the present simple tense in both parts of the sentence. 1,3,4,5我们知道,引导条件状语从句最常用的连词是if,由if引导的条件状语从句表示在某种条件下某事很可能发生。如: If you ask him, he will help you.如果你请他帮忙,他会帮你的。If you fail in the exam, you will let him down.如果你考试不及格,你会让他失望的。另外,if从句还表示不可实现的条件或根本不可能存在的条件,也就是一种虚拟的条件或假设

21、,从句多用一般过去时或过去完成时。If I were you, I would invite him to the party.如果我是你,我会邀请他参加聚会。I would have arrived much earlier if I had not been caught in the traffic.如果没有堵车,我会到的早一点儿。那么,除了if之外,是否还有其他连词也可以引导条件状语从句呢?回答是肯定的,不仅有,还有很多。这些词由于出现的频率较小,且用法较复杂一些,所以不如if为大家所熟知罢了。下面就这些词的用法以例句的形式进行一下简单总结。1. unless conj.除非,若不,除

22、非在的时候You will fail to arrive there in time unless you start earlier.如果你不早点动身,你就不能及时赶到那儿。Unless it rains, the game will be played.除非下雨,比赛将照常进行。2. on condition（that）.在条件下,如果on condition （that）.引导的条件从句是主句事件发生的前提条件或唯一条件。I can tell you the truth on condition that you promise to keep a secret.我可以告诉你真相,条件是

23、你答应保守秘密。You can go swimming on condition （that） you dont go too far from the river bank.你只有在不远离河岸的条件下才可以下水游泳。3. supposing conj.如果,假如supposing引导的条件从句表示一种假设条件。Supposing it rains, shall we continue the sports meeting?倘若下雨,我们的运动会还要继续举行吗?Supposing something should go wrong, what would you do then?假如出了什么问

24、题,你准备怎么对付?4. provided conj.假如,除非,以为条件provided （that） +从句表示一种假设条件。He will sign the contract provided we offer more favorable terms.如果我们提出更优惠的条件,他就会在合同上签字。He wont be against us in the meeting provided that we ask for his advice in advance.如果我们提前征求一下他的意见,他就不会在会上反对我们。另外还有in case, as/so long as In case i

25、t rains, do not expect me. 如若下雨， 就不要等我了。As long as you promise to come, Ill wait for you until you come.只要你答应，我就等你来。从上述例句可以看出if, unless, on condition （that）, supposing, provided等词引导的条件状语从句,主从句条件关系分明,结构清晰。在条件状语从句中， 用一般现在时代替一般将来时， 一般过去时代替过去将来时。但有些句子,虽没有含条件关系的连词,却也隐含着条件关系,这些句子常用一些词,如but for, without等引出

26、一个介词结构来表示条件,条件常常是虚拟的,或与事实相反的假设。but for若非,要不是But for the rain, we should have a pleasant journey.要不是下雨,我们的旅行肯定会很愉快。But for your help, we should not have finished in time.要不是你帮忙,我们肯定不能及时完成任务。Step 3 Find more examples of sentences with if or when in the passage. 1） If our right hand is busy greeting someon