外研版Book4Module3BodyLanguageandNon-verbalCommunication教案.pdf
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1、Module 3 Body Language and Non-verbal Communication Brief Statements Based on This Module The Analysis of Teaching Contents in This Module The topic of this module is “ Body Language and Non-verbal Communication” . Related information is introduced through reading and listening. The reading part giv
2、es a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American? s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students ? activities such as listening, speaking,
3、reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students ? language skills and communication skills. Introduction This part is made up of fo
4、ur activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-ve
5、rbal communication and make good preparations for the following reading activities. This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these
6、exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage. Grammar 1 This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowled
7、ge of the general things of this grammar phenomenon such as the situation it describes, the subordinate conjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help students be far more familiar wi
8、th the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1. The last activity is to match the two parts of the sentences about body langua
9、ge in Europe or America. It not only further consolidates students? understanding of this grammar phenomenon ? s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “ different countrie
10、s have different customs ” and “ when in Rome, do as the Romans do ” . Listening and Vocabulary This part brings in both the content closely concerning the theme or topic of this module in the form of listeningbehaviors in the communication with westerners and the related vocabulary. It is made up o
11、f four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2. Meanwhile these words are closely connected to the
12、theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2. Through Activity 3, students need to catch the main
13、idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activ
14、ity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3. This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attenti
15、on to how to ask for and give advice correctly. So this helps students be well prepared to study the Function part. Function The function of this module is about “ giving advice” . Students are demanded to master how to use the modal verbs “ should”and “ must”to give advice. This part contains two a
16、ctivities. In Activity 1 students need to look at the sentences in Listening and Vocabulary Activity 4 and try their best to learn when and how to use the modal verbs “ should” and “ must” by using them to complete the following four sentences. Meanwhile this activity also lays a good foundation for
17、 Activity 2. Activity 2 not only practices the use of the modal verbs “ should”“ shouldn? t”“ must”and “ mustn? t” but also is linked to the theme or topic of this moduledifferent cultures as well as different customs. Deeply speaking, it both develops and improves students? language skills and incr
18、eases and broadens their cultural knowledge. Grammar 2 This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clau
19、se of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs. Pronu
20、nciation This part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American
21、accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use
22、respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill. Speaking In this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her
23、partner for some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “ should” and “ must” , meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sent
24、ences of advice with “ if” . So this part consolidates the grammar knowledge learned above. Grammar 3 This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real mea
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