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1、 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 A

2、merican’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 f

3、oreign friends or communicate with net pal to develop the students’language skills and communication skills. Introduction This 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 pr

4、obably 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

5、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. Gramma

6、r 1 This 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 subordinate conjunctions it uses to introduce the situation,

7、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 gr

8、eat 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 Europe

9、an 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 Vocabulary This part brings in both the content closely concerning the theme o

10、r 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

11、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

12、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

13、 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 unde

14、rstand 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 the Function part. Grammar 2 This part is still mainly about adverbial clause

15、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 an

16、d 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. Pronunciation This part introduces some differences existing in the pronunciation of both the American English

17、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 o

18、f 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 lis

19、tening 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 partner for some information concerning Chinese culture and customs,the other give a his or her some good advice

20、 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 with “if”.So this part consolidates the grammar knowledge learned above. Grammar 3 This part gives

21、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 ar

22、e 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 countr

23、ies.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. Writing The main content of this part is to answer an invitation and thre

24、e 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

25、 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 n

26、ecessary precondition to Activity 3.Based on the two activities above,students are required to write a short reply to either invitation in Activity 3,which consolidates what they have just learned above. Everyday English This part is mainly about four daily expressions in English which are design

27、ed 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 countrie

28、s,which embodies the theme or topic of this module. Cultural Corner This 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

29、questions are given as a clue. Task The 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 t

30、opic 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 co

31、nsolidates 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 File This part is a summary of this module.It may help the students to know whether they have mastered the

32、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 teaching Period 1:Introduction Period 2:Reading and Vocabulary Period 3:Grammar 1;Listening and Vocabulary Period 4:Function;Grammar

33、2;Pronunciation;Speaking Period 5:Grammar 3;Writing;Everyday English Period 6:Cultural Corner;Task;Module File Period 1　Introduction The General Idea of This Period During this period we will learn some new words that can be used to describe physic contact and gestures.In dealing with Activit

34、y 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 an

35、d 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 Points Master some words,phrases and useful expressions describing body languages

36、 and non-verbal communication. Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues. Improve the students’ listening ability. Three Dimensional Teaching Aims Knowledge and Skills Make the students master some new words,phrases and useful expressions.

37、 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 Strategies Train the students’ speaking ability through individual,pair work and g

38、roup work. Train the students’ listening ability through listening and matching exercise. Feelings and Value Deepen 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

39、 and strengthen their communicative awareness. Teaching Procedures Step 1 Lead-in T: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

40、 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 as

41、k some students to talk about them. (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

42、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 pictu

43、re.Maybe the woman has done something wrong which makes the man angry. T:You are clever,good guy.Any different opinion?Volunteer?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 ve

44、ry 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. ’s go to the next part. Step 2 Match the verbs in the box with the pictures T:Just

45、 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:P

46、oint. 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

47、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 bra

48、instorming 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

49、 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.(Du

50、ring 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—12 Group b—10 Group c—13 Group d—15 Now let me announce the winner in this activity—It is Group d.Congratulations.Now let’s continue the con

51、test.Use these words to make up sentences.Each sentence you 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

52、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 pictures T:In this part you are going to hear a piece of listening material.The

53、 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. ’s listen to it again.This time

54、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 your exercise yet? Ss:Yes.

55、T:Let me check your answers now.Situation 1,any volunteer? Sa:Situation 1 matches Picture d. T:Good,sit down,please.What about Situation 2?Who wants to have a try? Sb:I think that it may be matched with Picture c. T:Good job.Absolutely right.Sit down,please.How about Situation 3?Anyone? Sc:Let

56、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. ’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 expre

57、ssions 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.Volunteer?A pair of students raise their hands. T:OK,come up,please!You can b

58、egin now. Sa:Meet a friend. Sb: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 questions a,Would you like to have a try? Sa:I choose B.I am a girl with an inward character

59、,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? Sb: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

60、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 homework In this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got m

61、ore 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 t

62、hem 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—’s all for today.Goodbye,everyone! Ss:Goodbye,Mr./Mrs... The Design of the Writing on the Blackboard 　 Module 3　Body Language and Non-v

63、erbal Communication The first period point,shake,smile,wave show...the way communicate with shake hands Record after Teaching __________________________________________________ __________________________________________________ __________________________________________________ Activit

64、ies and Research 1.Encourage the students to collect more body languages in different countries. 2.Make the students debate with each other. Reference for Teaching 2.introduce 1)介紹:將（某人）名字介紹給他人以便相互熟悉 introduce sb.to sb. 2)使熟悉,帶領(lǐng):提供給（某人）某事物的初步認(rèn)識(shí)或初次經(jīng)歷Introduced me to weightlifting. 帶領(lǐng)我認(rèn)識(shí)舉重。

65、 3)引進(jìn),傳入:引入并在新地方或新環(huán)境得到承認(rèn) Exotic plants that had been introduced from the jungle. 從叢林中引進(jìn)的異國植物。 4)推行,提倡:引入到流通、使用或運(yùn)行中;引起 Introduced the new product in several test markets;introduced the tango into their circle of friends. 在試賣會(huì)中提倡新產(chǎn)品;在他們的朋友圈中推行探戈。 say yes/no/hello/goodbye/thanks/sorry... 對(duì)……說是、

66、否、向某人問好、道別、表達(dá)謝意或歉意 Background Information Body Language Although we may not realize it when we talk with others we make ourselves understood not only by words.We send messages to the people around us also by expressions and body movements.We call it “body language”,which is a kind of communication,non-verbal communication.A smile and handshake show welcome,waving one’s hand is to say “goodbye”,nodding the head means agreement,while shaking it means disagreements.Putting up a hand means “May I