外研版高中英语必修4 Module 3《Body Language and Nonverbal Communication》ppt复习课件
【解析】选D。less than少于; other than除去; rather than不 是; more than多于, 不仅仅。句意：虽然这些很重要, 但我们 不仅仅用口语和书面语交流。
2. If our right hand is busy ______ someone, it cannot be holding a weapon.
【解析】选A。考查be/get involved in(参与, 使卷入)。句意： 他原本想摆脱这种复杂的局势, 但结果却被深深地卷入其中。 end up后面跟v.-ing形式。干扰项是C, 但be connected不与介 词in连用。所以选A。
4. The football match was broadcast ______ in 50 countries.
3. He had intended to pull out of the complex situation but ended up ______ in it.
［2011长春模拟］ A. getting deeply involved B. deeply involved C. getting deeply connected D. deeply connected
2. I was angry with my deskmate because she ______ my secret.
A. gave out
B. gave off
C. gave back
D. gave away
【解析】选D。give out分发, 用完, 耗尽, 发出; give off散发, 放出; give back归还, 恢复; give away泄露。句意：我对我的 同桌很生气, 因为她泄露了我的秘密。
1. In many people’s opinion, that company, though relatively small, is pleasant ______ .
［2010四川, 11］
A. to deal with
B. dealing with
C. to be dealt with
Ⅰ. 用所给词的适当形式填空 communicate, formal, vary, tradition, involve, spread, society, judge, perform, invite 1. My father hasn’t had any direct communication with me because we often argue when talking. 2. Don’t be too friendly and informal with other boys. 3. They sent out 200 invitations to their wedding. 4. She won a gold medal for her fine performance in the contest.
— ______ , please. I’ll see if I can find him for you.
［2008江苏, 23］
A. Hold up
B. Hold on
C. Hold out
D. Hold off
【解析】选B。考查动词短语。hold up举起, 耽搁, 抢劫; hold on等一会, 坚持; hold out伸出, 维持; hold off推迟。句 意：——彼得在吗？——请稍等。我帮你去找找看他在不在。 根据句意可知选B。
［2011内江模拟］
A. unless
B. while
C. because
D. every time
【解析】选D。考查连词。句意：李阳, 疯狂英语的创办者, 说每次他想到一个美丽的句子, 他都写下来。
The teacher was never good at ______ the students so he knew little about their real need.
D. dealt with
【解析】选A。考查“主语+be+形容词+to do”结构。在此结 构中要用动词不定式的主动形式。所以选A。
2. Li Yang, the founder of Crazy English, says that he copies it down ______ he comes to a beautiful sentence.
Ⅳ. 教材设题
1. Although these are very important, we communicate with ______ just spoken and written words.
A. less than
B. other than
C. rather than
D. more than
A. to touch
B. touching
C. feeling
D. to feel
【解析】选B。involve后面跟v.-ing形式。另外, touch表示 “接触, 触及, 触摸”; feel表示“摸, 触, 试探, 感觉”, 二者 都可表示“摸”, 但前者强调“接触”, 后者强调用手有意地 去摸某物。此题干中强调“接触”的意思。所以选B。
4. 坏消息传播得很快。 Bad news is quick to spread . 5. 举起你的手, 让老师注意到你。 Hold up your hand to be noticed by the teacher. 6. 我们相信她不会泄露任何事情。 We believed that she would give nothing away . 7. 无论人们有多富裕, 他们总还是想要更多。 However rich people are , they always want more. 8. 日本和美国将在大米进口方面达成协议。 Japan will have to make a deal with America on rice imports.
5. The worst effects of unemployment, low pay and other social problems need to be solved as soon as possible. 6. In his room, Tom was spreading a map of China on the bed. 7. Farmers here traditionally make corn into powder which is prepared into porridge. 8. It is still too soon to form a judgement about this because you haven’t known it well. 9. How should we involve ourselves in school life? 10. Actually eating habits can vary a good deal over the centuries.
A. communicating with
B. communicating to
C. quarrelling with
D. quarrelling for
【 解 析 】 选 A 。 communicate with 与 …… 交 流 ; communicate . . . to传达; quarrel with与……争吵; quarrel for为……争吵。句意：这个老师从来不擅长与学生交流, 所 以他几乎不了解学生的真正需要。
A. to greet
B. with greeting
C. greeting
D. greet
【解析】选C。be busy doing是固定结构, 表示“忙于做”。
3. Greetings in Asian countries do not involve ______ the other person, but they always involve the hands.
1. Duty is an act or a course of action that people ______ you to take by social customs, law or religion.
［2010湖北, 27］
A. persuade
B. request
Ⅱ. 完成句子 1. 他们要求因为你造成的损失罚你钱。 They requested that you should be fined because of the damage you caused. 2. 他参与了一场激烈的争论。 He was involved in a heated argument. 3. 每次需要经济方面的建议时, 他们总是来找我。 Every time they need financial advice, they will come and see me.
5. ______ hungry you are, you shouldn’t start to eat before your host does.
A. Whatever
B. Whenever
C. How
D. However
【解析】选D。however后面跟形容词或副词, 表示“无论怎 样”。句意：无论你多么饿, 主人未吃饭前, 你是不能吃的。 干扰项是C。how后面跟形容词或副词, 表示“多么”, 构成 的是感叹句。
Ⅲ. 句式填空 1. until. . . 直到…… . . . we are on guard until we know it is safe to relax (直到我们 知道安全的时候才放松). 2. 独立主格结构
Module-3-Body-Language-and-Non-verbal-Communication-教案
外研版必修四Module 3 Body Language and Non-verbalCommunication 全单元教案课时计划课时1课题Module 3 Body language and non-verbal communication Listening& vocabulary课型New教学目标1. Enable the students to learn how to talk about body language and non-verbial communication.2. Enable the students to learn the different pronunciations between British and American English.重点Enable the students to learn how to talk about body language and non-verbial communication.难点Enable the students to learn how to talk about body language and non-verbial communication.学情分析The Ss can finish the task.教具课件1. A recorder2. A projector3. A computer教法Explanation---guidance---do the exx again教学程序教学内容（引入、例题、练习题、检测题等）师生活动时间分配Step 1Step 2Revision1 Proof readingPractice(1) Only in this way ___________ progress in your English. (MET84) (B)A. you makeB. can you makeC. you be able to makeD. will youable to make(2) He is the only one of the students who ___ a winner of scholarship for threeyears. (沪2002春招) (D)A. isB. areC. have beenD. has been(3) Only then ___________ the importance of health. 只有那时我才认识到健康的重要性。
外研高中英语必修4教案Module 3 Body language and Nonverbal Communication教案
Module 3 Body language and Non-verbal Communication Ｉ．模块教学目标III. 教材分析与教材重组1. 教材分析本模块的中心话题是“肢体语”和“非言语交际”, 所谈论的话题涉及打招呼, 拍手, 文化意识等, 旨在通过模块教学使学生学会使用描述“肢体语”和“非言语交际”的词汇, 就“肢体语”和“非言语交际”这一话题发表建议、观点, 并能写出合乎规范的请柬和回复。
1.1 INTRODUCTION 通过设置的四幅图片和听力训练, 谈论各种情况下的肢体语, 这一部分呈现了本模块的中心话题,学生可以复习巩固有关体态的词汇。
1.2 READING AND VOCABULARY是有关世界各地打招呼的体态语，在这一部分中，学生除学习新的词汇、句型和训练阅读技巧外，对打招呼的体态语也有更深刻的认识。
1.3 GRAMMAR 1 呈现了条件状语从句并辅以练习，使学生对条件状语从句有初步认识。
1.4 LISTENING AND VOCABULARY 分两部分，一部分是学习有关身体部位的词汇，另一部分是听力训练。
这两部分不仅使学生学习新词、也训练其听力。
1.5 FUNCTION 呈现了用SHOULD和SHOULDN’T、MUST和MUSTN’T提建议并辅以练习，使学生掌握用SHOULD和SHOULDN’T、MUST和MUSTN’T提建议这一用法。
1.6 GRAMMAR 2 再次呈现了条件状语从句，同时辅以练习，使学生在GRAMMAR 1的基础上，进一步了解条件状语从句的用法。
至此，学生对条件状语从句有一个整体的认识。
1.7 PRONOUCIATION 通过听英语、美语两种不同的方言，让学生辨别英、美语在发音上的一些差异。
1.8 SPEAKING 是让学生谈论有关中国的风俗习惯，并练习条件状语从句以及SHOULD和SHOULDN’T、MUST和MUSTN’T的用法。
同时培养学生的合作精神。
外研版高一英语必修四Module 3 Body Language and Non-verbal 教案
Module 3 Body Language and Non-verbal 教案CommunicationBrief Statements Based on This ModuleThe 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 gives 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, 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.IntroductionThis part is made up of four 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-verbal 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 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 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinateconjunctions 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 with 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 language 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 countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of 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 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 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, Activity 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 attention to how to ask for and give advice correctly. So this helps students be well prepared to study theFunction part.FunctionThe 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 activities. In Activity 1 students need to look at the sentences in Listening and V ocabulary 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 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 module—different cultures as well as different customs. Deeply speaking, it both develops and improves students’language skills and increases and broadens their cultural knowledge.Grammar 2This 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 clause 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.PronunciationThis 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 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 respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn 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 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 sentences of advice wit h “if”. So this part consolidates the grammar knowledge learned above.Grammar 3This 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 meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3. Based on the two activities above, students arerequired to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)” and “must(n’t)”, which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1: IntroductionPeriod 2: Reading and V ocabularyPeriod 3: Grammar 1; Listening and V ocabularyPeriod 4: Function; Grammar 2; Pronunciation;SpeakingPeriod 5: Grammar 3; Writing; Everyday EnglishPeriod 6: Cultural Corner; Task; Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures. In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures. Some performances may be of great help in leading in this part. The task of Activity 2 is to listen and match the situations with the pictures. Activity 3 is related to speaking. The teacher may ask the students to work in pairs and make up a dialogue. And then several pairs need to act out their dialogue. The last activity is reading and answering the questions. You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words, phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking, discussing, making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work, pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words, phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking abili ty through individual, pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’ correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT: Good morning, boys and girls!Ss: Good morning, sir!T: In last module we have learned something about traffic jam at home and abroad. Today we are going to learn something about communication without words but body language.T: (The teacher shows a pile of pictures of physical contacts. ) Here are several pictures concerning physical contact and body language or gestures. You may be familiar with some of them. Do you know how to express them in English? Now discuss them in pairs or groups. In a few minutes, I’ll ask some students to talk aboutthem.(The students begin to discuss the pictures. And the teacher goes around the class and joins them. A few minutes later, the teacher says the following. )T: Are you ready? Who can give us a talk about the first picture? Any volunteer?Ss: Let me have a try. I think the old man is the grandfather, and the boy is his grandson. The grandson is crying, so the old man is patting the head of the little boy in the first picture.Ss: Picture 2 shows us a woman clapping with a big smile on her face.Ss: We could see that a man is dragging a woman violently in the fourth picture. Maybe the woman has done something wrong which makes the man angry.T: You are clever, good guy. Any different opinion? V olunteer? Go on.Ss: Let me have a try. There is a woman who is holding her baby in her arms very happily in the fifth picture.T: Completely true. Meanwhile, your pronunciation is very beautiful and fluent. Another one? Describe the next picture. Who wants to take this chance?Ss: Me. (A boy raises his hand. )T: OK. Please!Ss: In my opinion, it describes some people clapping happily and excitedly.T: Well done. So much for this part. Let’s go to the next part.Step 2 Match the verbs in the box with the picturesT: Just now we have discussed some pictures concerning physical contact and learned some words and expressions. Now open your books and turn to Page 21. Read these four words after me.(The teacher reads the words, followed by the students and performs each word’s meaning with gestures.)T: No. 1 point.Ss: Point.T: In which picture are people pointing?Ss: Picture a.T: Right. No. 2. shake.Ss: Shake.T: In which picture are people shaking their hands?Ss: Picture d.T: Good job. Next word: smile.Ss: Smile.T: Could you see in which picture people are smiling?Ss: Picture c.Ss: No, Picture b.Ss: But the girl in Picture a is also smiling.T: Excellent. You are all true. Different people have different opinions. People are all smiling in these three pictures, but the right answer is Picture c because people in another two pictures also show other gestures. Having finished this exercise, let’s perform a brainstorming activity. Now I divide you into four groups—Group a, Group b, Group c and Group d. Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard. Now 5 minutes for you to prepare. You can also refer to your dictionary.T: (Five minutes later) Are you ready?Ss: Yeah. Write your words on the blackboard.(Four students go to the blackboard and write. )T: Now let’s count the words of each group together and choose the group who gives more words as a temporary winner. (During this course, if new words appear, the teacher should explain them and lead the reading or ask a student who knows them to give an explanation. )Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group d. Congratulations. Now let’s continue the contest. Use these words to make up sentences. Each sentenceyou make will get 5 points. (The teacher rules out the word used to make a sentence. ) One, two, begin!Ss: . . .T: Time is up. Excellent. You have given a good performance. Who wins this bout? It’s clear, right? Group a, 20 points; Group b, 25 points; Group c, 20 points; and Group d, 25 points too. Congratulations, Group d, you are the winner at last. (Students clapping.)T: That’s all for this activity. Follow me to the next part.Step 3 Listen and match the situations with the picturesT: In this part you are going to hear a piece of listening material. The first time you need to just listen to the material and try to get the main idea. Are you ready?(The teacher plays the tape for the students.)T: The listening is completed for the first time. Have you got the main idea?Ss: (Some of them) Yes. (But some of them) No.T: OK. Keep silent, please. Let’s listen to it again. This time you need to listen very carefully and make every effort to get the details. Meanwhile, match the situations with the picture above. Ready?Ss: Yeah.T: Let’s begin. (The teacher plays the tape once more.)T: (A few minutes later the listening is finished.) Have you finished yourexercise yet?Ss: Yes.T: Let me check your answers now. Situation 1, any volunteer?S a: Situation 1 matches Picture d.T: Good, sit down, please. What about Situation 2? Who wants to have a try?S b: I think that it may be matched with Picture c.T: Good job. Absolutely right. Sit down, please. How about Situation 3?Anyone?S c: Let me have a try. It is perhaps Picture a.T: True or false? (Asking the whole class)Ss: True.T: OK. Sit down, please. The last situation? Say it together?Ss: Picture b.T: You all did good jobs. Thanks for your cooperation. This activity is over now.Let’s come to Activity 3.Step 4 Say What You Do When You. . .T: Work in pairs. Act out the movements and say the relevant words and expressions according to the following situations given in this activity. Five minutes for you to prepare.(Five minutes later)T: Are you ready now?Ss: Yes.T: Now which pair wants to act them out in front of the whole class. V olunteer?A pair of students raise their hands.T: OK, come up, please! You can begin now.S a: Meet a friend.S b: Performs it.T: Is he right?Ss: Yes.. . .T: Thank you very much. All of you perform greatly well. So much for this activity. Turn to Activity 4.Step 5 Read and answer the questionsT: In last activity some students performed a lot of situations. This activity is an open one, so different students have different opinions. Choose an answer for Exercise 1 and give reasons for your choice. S a, Would you like to have a try?S a: I choose B. I am a girl with an inward character, so I don’t communicate with others much. Even if I have to do this, I usually use words instead of body languages.T: Good idea. Who has a different opinion?S b: D is my choice. As far as I am concerned, I’d like to communicate with others very much, and I really love sharing what I love as well as what I hate.During the communicating course, I usually make full use of my body,because only in this way could I express myself completely.T: Outward guy, haha?Ss: . . .Step 6 Summary and homeworkIn this class we’ve mainly learned somethin g about body languages by speaking and listening, so we’ve got more information about body languages and our speaking and listening abilities have been improved. At the same time, we have learnt some words, such as point, shake, smile and some situations in which you use body language such as meet a friend, show someone the way, say no and so on.(The teacher writes them on the blackboard. ) You should remember them and learn to use them. After class, try to collect more information about body language and prepare for next part—Reading and vocabulary. That’s all for today. Goodbye, everyone!Ss: Goodbye, Mr. /Mrs. . .The Design of the Writing on the Blackboard Module 3Body Language and Non-verbal CommunicationThe first periodpoint, shake, smile, waveshow. . . the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1. Encourage the students to collect more body languages in different countries.2. Make the students debate with each other.Reference for TeachingLanguage Points1. shake v.shake hands with sb. 和某人握手Let’s shake on it. 让我们为此握手。
外研版高中英语必修四Module 3Body Language and Nonverbal Communication教案1
Teaching PlanModule 3Reading Body Language and Non-verbal Communications Teaching content：Module 3 of Book 4 Body Language and Non-verbal Communication introduces us different body languages in different cultures. In this module, students should learn some useful words and phases about the common gestures. At the same time, students not only can know the importance of body language and non-verbal communications but also can get some basic communicational skills.Teaching goals1. Learn some useful words and expressions about body language.2．To learn to read with some reading strategies3. Use proper body language to communicate with each otherTeaching important points：1．To master some words and phrases about body language. Such as: bow, slap, hold up, make a deal and so on.2．To develop students reading ability of skimming and scanningTeaching difficult points：How to make students fully understand the textTeaching methods ：Brain storm ；task-based teaching ；communicative teaching，individual work；pair work ；group work .Learning strategies ：Summarize words and phrases related to body language ；get and process important information in the course of reading by using the reading abilities of skimming ，scanning and guessing new words from the context .Teaching aids：Multimedia ，a play recorder ，blackboardTeaching procedures：Step 1 Lead in1．Arouse students’ interest in the topic Body Language and Non-verbal Communication by showing them some pictures of different gestures of Yao Ming.2．Brainstorm means of non-verb communication, and then show some pictures of communication means to review and learn some words related to body language and gesturesStep 2 Listening1. Improve students’ listening ability by listening to the tape, with the task of finding out what the meaning of these gestures are mentioned in the tape in mind. (Individual work)2. Check answers with students by showing the pictures of transport means mentioned in the text.Step 3 Scan readingFind the main idea of the passage by skimming (individual work)Question1: Which is the best title of the passage?Question2: Get the main idea of each paragraph and then finish the exercise.Step 4 carefully reading to find some specific information(First individual then pair work; then check answers with whole class)Read the text again and say if the following statements are true (T) or false (F)1. Not all body language is conscious. (T)2. Europeans shake hands with their left hand. (F)3. In Asia, people touch each other when they meet. (F)4. In the US a “high five” is a way of saying hello. (T)5. A “high five” is a formal gesture. (F)6. Body language is less communicative than spoken or written language. (F)7. “Learned” body language is universal. (F)8. We shake hands only with strangers. (F)Step 5 Language pointsDealing with some difficult point by explanation so that students can learn how to use some new words and phrases.Step 6 Practice (individual & pair work)Complete the sentences with the words given (p. 23 Activity 3)Step 7 Group workFind how to greet in different countries in the text by reading the text again.Step 8 DiscussionChoose one of the following situation to act out，using the proper body language to help you.1. Meet a friend and talk to each other.2. Show someone the way in the street.3. See a friend in the distance and greet him/her.4. Enter a friend’s house and talk with him/her.Step 9 Summery & HomeworkFinish activity 2-3 after classFind out the difficult sentences in the passage.Retell the phrases in the passage。
外研版英语必修四 Module 3 Body language and Non-verbal Communication Language
【拓展】 informal adj. 非正式的 e.g. Though this is an informal call, he wears a format dress. 尽管这是一次非正式访问，他仍然 穿着礼服。
【运用】 (1) I need something comfortable enough to travel in but ________ formal enough for the meeting room. informal (formal) (2) It’s only a small ________ party—you don’t hese are very important, we communicate with more than just spoken and written words. 尽管这些很重要, 但我们并不只是通过 口头和书面语言交流。 more than 不只是, 远甚于 e.g. 它不只是一个博物馆。它还是一所学 校。 (翻译) It is more than a museum, it’s a school.
【拓展】 (1) communication n. 传达；信息；通 讯；通信 (2) communicate with sb. 与某人联络 be in communication with 与……通讯；与……保持联系 注意：communication作“通讯；通信”解 时，为不可数名词；作“信息”解时，为 可数名词。
6. “I trust you. Look, I’m not carrying a threatening weapon.” “我信任你，瞧，我没带威胁性的武 器。” threatening adj. 恐吓的；具有威胁的 e.g. He made an admission that he had used threatening behavior. (翻译) 他承认用了恐吓手段。
外研版 必修四Module 3 Body Language and Non-verbal Communication课件(17张ppt)
Well-done
quiet stop
victory
பைடு நூலகம்
Ok
a_____ point
wave b______
smile c______
shake d______
Say what you do when you…
Meaning Action 1. Meet a friend. Shake hands and say:pleased to meet you 2. Show sb. the Point in the direction. way. 3. See a friend in Wave one’s hand. the distance. 4. Say yes. 6.Say who?me? 7.say goodbye.
fascinating body language
greetings in western countries American youth’s greeting today
Read the passage carefully and say if these
statements are true or false,and correct it.
1. Not all body language is conscious.
2. Europeans shake hands with their left hand.
3. In Asia, people touch strangers when they meet.
4. In the US a “high five” is a way of saying hello. 5. A “high five” is a formal gesture. 6. Body language is less communicative than
必修4Module3外研社高中英语必修四单元3各知识点
Ⅲ.句式扫描 1._W__h_e_n__in__R_o_m__e_ (在罗马时),Do as the Romans Do. 2.Indeed, body positions are part of _w_h__a_t _w_e__ca_l_l_“_b_o_d_y__la_n_g_u__a_g_e”_ (我们称之为“体态语”的). 3.One person then holds up his hand, palm outwards and_f_iv_e_f_i_n_g_e_r_s _s_p_r_e_a_d_ (手掌向外，五个手指分开).
7.一上一下地；来回地 8.偶然地 9.变成空白 10.向……问好 11.打开（灯、无线电等） 12.请求某人帮忙
_u_p_a_n_d__d_o_w__n _b_y_a_c_c_i_d_e_n_t _g_o_b_l_a_n_k_ _s_a_y_h_e_l_lo__to_ _s_w_i_t_ch__o_n_ _a_s_k_s_b_._a_f_a_v_o_u_r_
2.involve v.包括；需要；包含；使卷入；使忙于；涉及
involve sb./sth.in (doing) sth. 使某人参与某事；把某人牵
扯到某事中
be/get involved with sb./sth. 涉及；与……有关；与……混
在一起
be/get involved in
卷入……之中；热衷于；专心于
各种各样的
（3）various adj.
各种各样的
①The experts advised the students to vary their diets. 专家们建议学生们要饮食多样化。 ②Cultures vary from country to country. 文化因国家不同而不同。
英语：Module 3《Body Language and Non-verbal Communication》课件(外研版必修4)
In some Ascian countries.
In Britain, How do the older people greet each other when they first meet? The older people usually shake hands when they first meet each other.
eyebrow lip
forehead nose
cheek
elbow waist finger
palm ankle
neck wrist knee
bend bow nod raise
clap kiss stare wipe
Example: You use your arms to hug someone.
2. In Britain, How do the older people greet each other when they first meet? 3. When and Where are the French People used to shaking hands?
Questions
Listen again!
Questions:
What should Lihong do when she is invited to dinner?
She should bring a gift for host, for example, some flowers or a bottle of wine.
Listening
Listen to a conversation between an American and a Chinese student who is going to the US.
外研版英语必修四Module 3 Body Language and Non-verbal Comm
Module 3 Body Language and Non-verbal CommunicationIntroduction :Speaking and WritingⅠ.Learning Aims1.To learn the ability of speaking and writing.2.To learn some words about body language.3.Try to find some words and phrases about body language with your partners and explain what you do when you say something to others.Ⅰ.Learning importanceIt is important for students to find more words and phrases ( brain storming) and learn more about body language.Ⅰ.Learning difficultiesStudents may feel it shy to express the body language and role-playing.Ⅰ.Learning Methods1.Individual or group work to get all students involved.2.Role-playing method may encourage students to have a better understandingwhat they have learned.Ⅰ.Learning Procedures1.自学：Matching and guessing what the speakers may talk about.point; shake; smile; wave.: picture a: The girl:The boy:: picture b: The madam:: picture c: Mr blue :Mr white:_ :picture d: Mr long hair:The other gentleman:2.小组合作: Group work and ActingExample: when you are introduced to someone, you shakes hands andWriting: When I meet a friend, I will __________ and say ______.When I show someone the way, I will and say .3. Brain Storming:Find more words and phrases about body language and make a role-play dialogue.4. Homework and reflection.Find some expressions about body language in the passage on P22 and try to greet your partner.What I have learned today?。
外研版英语必修4 Module3 Body Language and Non-verbal Comm
Module 3 Body Language and Non-verbal Communication 知识总结We all know that English is an international language.Almost all the international meetings are in English.Chinese students start to learn English from middle school and it is a compulsory (必修的)subject.In some big cities,students begin to learn English from primary school.When the students enter college,English becomes more important.Most college students have to spend two thirds of their time learning English because only they pass the CET4(大学四级考试),can they get their graduate certificate(毕业证书).What do you think about Chinese students learning English?Some supporters:English is a must if someone wants to become a specialist and to cooperate with others in foreign companies.Some opponents (反对者):Students should spend more time on their majors(专业).Many students seldom use English in everyday communication and work,so it wastes time and money for them to spend too much time and money on it.Myview:____________________________________________________________________________________ _________________________________________________________________.合作共赢When we communicate with others,we use both words and body language to express our thoughts and opinions.Words are important,so are the gestures.As we know,body language varies from culture to culture.Take the gesture OK for example.In Japan,it means money.In France,it means zero.In Brazil and Germany,however,the gesture is rude.Even the gestures we use for “yes〞and “no〞are different around the world.In many countries,shaking one's head means “no〞,and nodding means “yes〞.But in some places,the gestures have the opposite meaning.Though body language has different explanations,some gestures are universal in all places.The typical example is the smile.It can help us get through difficult situations and find friends in a world of strangers.Remember,it is always better to see the smiling face of your good friend.【任务导入】Work with a partner: Suppose you are in a foreign country and meet a local man (acted by your partner)in a park,the man don't know Chinese and you don't know his language too,but both of you know a little English,please try your best to communicate with him and be a good friend of him at last.Before doing that,make a list of your strategies:___________________________________________________________________________________________ _________________________________________________________________.【话题链接】人们的个人喜好各不一样。