Module 3 Body Language and Nonverbal Communication 教案.docx

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1、Module3BodyLanguageandNon-verbalCommunicationBriefStatementsBasedonThisModuleTheAnalysisofTeachingContentsinThisModuleThetopicofthismoduleisBodyLanguageandNon-verbalCommunication”.Relatedinformationisintroducedthroughreadingandlistening.Thereadingpartgivesabriefintroductionofbodylanguageindifferentc

2、ultureswhilethelisteningpartshowshowtobehavewellwhenyouareinvitedtoanAmerican9Shome.Thevocabulary,sentencepatterns,grammar,themaincontentofthecontextaswellasthestudents9activitiessuchaslistening,speaking,readingandwritingandsoonalldeveloparoundthistopic.Theteachercandesignandorganizesuchactivitiesas

3、organizingstudentstointerviewforeignfriendsorcommunicatewithnetpaltodevelopthestudents9languageskillsandcommunicationskills.IntroductionThispartismadeupoffouractivitieswhichintroducenotonlyvocabularyconcerningphysiccontactorgesturesbutalsoapartofimportantexpressionsandbodylanguagesprobablyusedoncomm

4、unicationoccasions.Throughtheseactivitiesthestudentscanbefamiliarwithsomeusefulwordsandexpressionsconcerningnon-verbalcommunicationandmakegoodpreparationsforthefollowingreadingactivities.Thispassagegivesabriefintroductionofhowbodylanguagesareusuallyusedindifferentcustomsandcultures.Andthreeexercises

5、concerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage.Grammar1Thispartintroducesadverbialclauseofconditionaroundwhichthreeactivitiesaredesigned.ThroughActivity1thest

6、udentscanhaveaknowledgeofthegeneralthingsofthisgrammarphenomenonsuchasthesituationitdescribes,thesubordinateconjunctionsitusestointroducethesituation,whyitisusedaswellasthetensesinboththeindependentclauseanddependentclause.AndActivity2willhelpstudentsbefarmorefamiliarwiththecontentofthepassageandget

7、toknowclearlyaboutthesituationswhereadverbialclauseofconditionisused,thatis,thisactivitywillbeofgreathelptoconsolidatewhatstudentshavelearnedinActivity1.ThelastactivityistomatchthetwopartsofthesentencesaboutbodylanguageinEuropeorAmerica.Itnotonlyfurtherconsolidatesstudents,understandingofthisgrammar

8、phenomenon,susebutalsogetthemtoknowmoreaboutEuropeanandAmericanbodylanguagesandgesturesconcerningnon-verbalcommunicationsoastointeresttheminunderstandingdifferentcountrieshavedifferentcustoms,9andwheninRome,doastheRomansdo”.ListeningandVocabularyThispartbringsinboththecontentcloselyconcerningthethem

9、eortopicofthismoduleintheformoflistening一behaviorsinthecommunicationwithwesternersandtherelatedvocabulary.Itismadeupoffouractivities.InActivity1studentsaredemandedtomatchthegivenwordswiththepartsofthebodyinthepicture.IthelpsthestudentsexactlyknowhowtoexpressthepartsofthebodyinEnglishandsmoothlyleads

10、studentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsstudentshowtheirbodypartsareusedinnon-verbalcommunicationandhavethemformaseriesofvividpicturesintheirmindsaboutthesebodylanguages.BothActivity3and4arebasedonActivity1and2.ThroughActivity3,studentsneedtocat

11、chthemainideaandfindoutthetopicstheyhaveheardintheconversation,otherwisetheycannotchoosetherightanswer.AtthesametimetheycanalsohaveagoodunderstandingofAmericancultureandcustomsindifferentsocialoccasionsofcommunication.IfweseeActivity3astrunkofabigtree,Activity4willbebranches.Thatistosay,eachpieceofa

12、dviceinActivity4embodiesoneofthetopicsinActivity3.Thisactivityrequiresstudentstolistencarefullyandunderstandtheconversationfullyanddeeplyinordertocatchasmanydetailsaspossible.Maybetheyneedtopaymuchattentiontohowtoaskforandgiveadvicecorrectly.SothishelpsstudentsbewellpreparedtostudytheFunctionpart.Fu

13、nctionThefunctionofthismoduleisabout“givingadvice”.Studentsaredemandedtomasterhowtousethemodalverbs“shouldandmusttogiveadvice.Thispartcontainstwoactivities.InActivity1studentsneedtolookatthesentencesinListeningandVocabularyActivity4andtrytheirbesttolearnwhenandhowtousethemodalverbs“shouldandmustbyus

14、ingthemtocompletethefollowingfoursentences.MeanwhilethisactivityalsolaysagoodfoundationforActivity2.Activity2notonlypracticestheuseofthemodalverbs“shouldshouldntmustand“mustntbutalsoislinkedtothethemeortopicofthismodule一differentculturesaswellasdifferentcustoms.Deeplyspeaking,itbothdevelopsandimprov

15、esstudents9languageskillsandincreasesandbroadenstheirculturalknowledge.Grammar2Thispartisstillmainlyaboutadverbialclauseofcondition.Itprovidestwoactivitiesforstudents.ByreadingthesentencesandanswerthegivenquestionsinActivity1,studentscangetinformationsuchasinwhichsituationadverbialclauseofconditioni

16、sbestusedandthesubordinateconjunctionsthatareusedtolinkthedependentclauseandtheindependentclause.ItalsoprovidesenoughgrammarknowledgeforActivity2whichinsteadconsolidatesthegrammarphenomenonbyfillingintheblankswiththerightformofverbs.PronunciationThispartintroducessomedifferencesexistinginthepronunci

17、ationofboththeAmericanEnglishandtheBritishEnglish.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.InthefirstactivitystudentsneedtolistentotwospeakerswiththeAmericanaccentandtheBritishaccentrespectivelytonoticethedifferencesbetweenbothofthem.Duringthecourseoflisteningstudent

18、sarerequiredtolistencarefullyinordertomakeagoodanddetailedcomparison.Activity2suppliesstudentsagoodchancetotellwhichaccentdifferentspeakersuserespectively.Inthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill.SpeakingInthispartthestudentsworkinpairstoperform

19、arole-playgameintheformofactingoutadialogue.OneplaystheroleofaforeignfriendandaskhisorherpartnerforsomeinformationconcerningChinesecultureandcustoms,theothergiveahisorhersomegoodadviceusingthemodalverbssuchasshouldandmust”,meanwhileheorshecancheckifheorshehasreallymasteredhowtouseadverbialclauseofco

20、nditionbybeginninghisorhersentencesofadvicewithif.Sothispartconsolidatesthegrammarknowledgelearnedabove.Grammar3Thispartgivesabriefintroductionofadverbialclauseofconcessionandoffersrelativeactivities.Twoactivitiesaredesigned,thefirstofwhichcanleadstudentstoknowingabouttherealmeaningofadverbialclause

21、ofconcessionintheformofchoosingthecorrectanswers.Thetwosentencesofthisactivityarebothfromthelisteningmaterialandcloselyconnectedtothethemeofthismodule,sothatifstudentsreallyunderstandandfurthermasterthemeaningofthem,theywillhaveadeepunderstandingofthethemeoncemore,whichmaystimulatethemtobeawareofcul

22、tureandcustomsindifferentcountries.Thesecondactivityisdesignedtohelpstudentslearnsomesubordinateconjunctionswithwhichtheadverbialclauseofconcessionbegins.Thisactivityisofgreathelptoconsolidatestudents9knowledgeofthisgrammar.WritingThemaincontentofthispartistoansweraninvitationandthreeactivitiesarepr

23、ovidedtohelpstudentsgiveacorrectreply.Activity1isaprewritingactivityandshowstwoinvitationswithdifferentstyles一oneformal,theotherinformal.Studentsneedtoreadthemandcatchthemainideaandsomedetailssoastotellthedifferencesbetweentheformalstyleandtheinformalstyle.Meanwhileitcanlayknowledgefoundationforthei

24、rreply.Activity2offersfourexpressionsforstudentstojudgewhethertheyareformalorinformal.Thisactivitysupplieshelpfulinformationthatstudentscanmakeuseofintheirreply.It,aswellasActivity1,offersthenecessarypreconditiontoActivity3.Basedonthetwoactivitiesabove,studentsarerequiredtowriteashortreplytoeitherin

25、vitationinActivity3,whichconsolidateswhattheyhavejustlearnedabove.EverydayEnglishThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife.Meanwhile,theycanalsoimprovestudents9

26、oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries,whichembodiesthethemeortopicofthismodule.CulturalCornerThispartisfocusedonapassageintroducingtheoriginandfunctionofclapping.Afterreadingitstudentscanhaveabetterunderstandingofnon-verbalcommunicatio

27、n.Inordertohelpstudentsgetasmanydetailsaspossibletwoquestionsaregivenasaclue.TaskThetaskofthismoduleispreparingsomesocialadviceforvisitorstoChina”.Itrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvarioussocialsituationstowriteabout.Andthentheyhadbetterwriteashortparagraphoneachtop

28、ictoshowvisitorswhattheyshoulddoinallaspectssuchasclothing,food,shelterandeventheirdoing.Eachparagraphoughttobeginwithifyouorwhenyouandusethemodalverbs“should(nt)andmust(nt)”,whichmakessurethatstudentsgooverwhattheyhavelearnedinGrammarpartandconsolidatestheirunderstandingofadverbialclauseofcondition

29、Finallyworkingroupstointroducewhattheywritetoeachother.Maybethiswayraisestheirawarenessofcooperation.ModuleFileThispartisasummaryofthismodule.Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwi

30、thsomeexercises.SixperiodsforteachingPeriod1:IntroductionPeriod2:ReadingandVocabularyPeriod3:Grammar1;ListeningandVocabularyPeriod4:Function;Grammar2;Pronunciation;SpeakingPeriod5:Grammar3;Writing;EverydayEnglishPeriod6:CulturalCorner;Task;ModuleFilePeriod1IntroductionTheGeneralIdeaofThisPeriodDurin

31、gthisperiodwewilllearnsomenewwordsthatcanbeusedtodescribephysiccontactandgestures.IndealingwithActivity1theteachermayencouragethestudentstodiscussthefourpictures.Someperformancesmaybeofgreathelpinleadinginthispart.ThetaskofActivity2istolistenandmatchthesituationswiththepictures.Activity3isrelatedtos

32、peaking.Theteachermayaskthestudentstoworkinpairsandmakeupadialogue.Andthenseveralpairsneedtoactouttheirdialogue.Thelastactivityisreadingandansweringthequestions.Youcanmakethemdoitbythemselvesandthenchecktheanswers.TeachingImportantPointsMastersomewords,phrasesandusefulexpressionsdescribingbodylangua

33、gesandnon-verbalcommunication.Improvethestudents9speakingabilitybytalking,discussing,makingupandactingoutdialogues.Improvethestudents9listeningability.TeachingDifficultPointsHowtoencouragestudentstotakeanactivepartinthespeakingandlisteningactivities.Howtoimprovethestudents9speakingandlisteningabilit

34、y.TeachingMethodsIndividualwork,pairworkorgroupworktomakeeverystudentparticipateinclass.Listeningandmatchingactivitytohelpthestudentshaveagoodunderstandingofthelisteningmaterial.TeachingAidsMultimediaAblackboard.ThreeDimensionalTeachingAimsKnowledgeandSkillsMakethestudentsmastersomenewwords,phrasesa

35、ndusefulexpressions.EncouragethestudentstoknowhowtodescribebodylanguagesorgesturesinEnglish.MakesurethestudentsusesimpleEnglishtodiscussthegesturesorphysicalcontactsandexpresswhattheymean.ProcessandStrategiesTrainthestudents9speakingabilitythroughindividual,pairworkandgroupwork.Trainthestudents,list

36、eningabilitythroughlisteningandmatchingexercise.FeelingsandValueDeepenthestudents9correctunderstandingofwhattheirpartnerreallymeanandmakearesponse.Havethestudentsknowaboutsomecultureandcustomsconcerningnon-verbalcommunicationandstrengthentheircommunicativeawareness.TeachingProceduresStep1Lead-inT:Go

37、odmorning,boysandgirls!Ss:Goodmorning,sir!T:Inlastmodulewehavelearnedsomethingabouttrafficjamathomeandabroad.Todaywearegoingtolearnsomethingaboutcommunicationwithoutwordsbutbodylanguage.T:(Theteachershowsapileofpicturesofphysicalcontacts.)Hereareseveralpicturesconcerningphysicalcontactandbodylanguag

38、eorgestures.Youmaybefamiliarwithsomeofthem.DoyouknowhowtoexpresstheminEnglish?Nowdiscusstheminpairsorgroups.Inafewminutes,llasksomestudentstotalkaboutthem.(Thestudentsbegintodiscussthepictures.Andtheteachergoesaroundtheclassandjoinsthem.Afewminuteslater,theteachersaysthefollowing.)T:Areyouready?Whoc

39、angiveusatalkaboutthefirstpicture?Anyvolunteer?Ss:Letmehaveatry.Ithinktheoldmanisthegrandfather,andtheboyishisgrandson.Thegrandsoniscrying,sotheoldmanispattingtheheadofthelittleboyinthefirstpicture.Ss:Picture2showsusawomanclappingwithabigsmileonherface.Ss:Wecouldseethatamanisdraggingawomanviolentlyi

40、nthefourthpicture.Maybethewomanhasdonesomethingwrongwhichmakesthemanangry.T:Youareclever,goodguy.Anydifferentopinion?Volunteer?Goon.Ss:Letmehaveatry.Thereisawomanwhoisholdingherbabyinherarmsveryhappilyinthefifthpicture.T:Completelytrue.Meanwhile,yourpronunciationisverybeautifulandfluent.Anotherone?D

41、escribethenextpicture.Whowantstotakethischance?Ss:Me.(Aboyraiseshishand.)T:OK.Please!Ss:Inmyopinion,itdescribessomepeopleclappinghappilyandexcitedly.T:Welldone.Somuchforthispart.Let,sgotothenextpart.Step2MatchtheverbsintheboxwiththepicturesT:Justnowwehavediscussedsomepicturesconcerningphysicalcontac

42、tandlearnedsomewordsandexpressions.NowopenyourbooksandturntoPage21.Readthesefourwordsafterme.(Theteacherreadsthewords,followedbythestudentsandperformseachword,smeaningwithgestures.)T:No.1point.Ss:Point.T:Inwhichpicturearepeoplepointing?Ss:Picturea.T:Right.No.2.shake.Ss:Shake.T:Inwhichpicturearepeopl

43、eshakingtheirhands?Ss:Pictured.T:Goodjob.Nextword:smile.Ss:Smile.T:Couldyouseeinwhichpicturepeoplearesmiling?Ss:Picturec.Ss:No,Pictureb.Ss:ButthegirlinPictureaisalsosmiling.T:Excellent.Youarealltrue.Differentpeoplehavedifferentopinions.Peopleareallsmilinginthesethreepictures,buttherightanswerisPictu

44、recbecausepeopleinanothertwopicturesalsoshowothergestures.Havingfinishedthisexercise,let,sperformabrainstormingactivity.NowIdivideyouintofourgroups一Groupa,Groupb,GroupcandGroupd.EachgrouptryyourbesttothinkoutasmanyEnglishnamesconcerningallkindsofbodymovementsorgesturesaspossibleandthensendarepresent

45、ativetowritethemontheblackboard.Now5minutesforyoutoprepare.Youcanalsorefertoyourdictionary.T:(Fiveminuteslater)Areyouready?Ss:Yeah.Writeyourwordsontheblackboard.(Fourstudentsgototheblackboardandwrite.)T:Nowlet,scountthewordsofeachgrouptogetherandchoosethegroupwhogivesmorewordsasatemporarywinner.(Dur

46、ingthiscourse,ifnewwordsappear,theteachershouldexplainthemandleadthereadingoraskastudentwhoknowsthemtogiveanexplanation.)Groupa-12Groupb-10Groupc-13Groupd-15Nowletmeannouncethewinnerinthisactivity一ItisGroupd.Congratulations.Nowlet,scontinuethecontest.Usethesewordstomakeupsentences.Eachsentenceyoumak

47、ewillget5points.(Theteacherrulesoutthewordusedtomakeasentence.)One,two,begin!Ss:.T:Timeisup.Excellent.Youhavegivenagoodperformance.Whowinsthisbout?It,sclear,right?Groupa,20points;Groupb,25points;Groupc,20points;andGroupd,25pointstoo.Congratulations,Groupd,youarethewinneratlast.(Studentsclapping.)T:T

48、hat,sallforthisactivity.Followmetothenextpart.Step3ListenandmatchthesituationswiththepicturesT:Inthispartyouaregoingtohearapieceoflisteningmaterial.Thefirsttimeyouneedtojustlistentothematerialandtrytogetthemainidea.Areyouready?(Theteacherplaysthetapeforthestudents.)T:Thelisteningiscompletedforthefir

49、sttime.Haveyougotthemainidea?Ss:(Someofthem)Yes.(Butsomeofthem)No.T:OK.Keepsilent,please.Let,slistentoitagain.Thistimeyouneedtolistenverycarefullyandmakeeveryefforttogetthedetails.Meanwhile,matchthesituationswiththepictureabove.Ready?Ss:Yeah.T:Let,sbegin.(Theteacherplaysthetapeoncemore.)T:(Afewminuteslaterthelisteningisf