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1、 ’s more,through the passage we may have a better understanding of culture of the whole world we live in.Meanwhile we can learn some reading strategies such as skimming and scanning.After that we will have a discussion about body language and communication skills we’ve learned,which is a good chanc

2、e for the students to train their speaking. Teaching Important Points Help the students to understand the passage better. Learn and master some important words and phrases in this period. How to let the students understand the body language in different countries and use them correctly. Three D

3、imensional Teaching Aims Knowledge and Skills Train the students’ reading ability. Learn some useful words and expressions. Learn some facts about body language. Process and Strategies Make the students know more about body language and communication customs as well as cultures in different c

4、ountries and areas. Feelings and Value Make the students have a better understanding of body language and non-verbal communication. Inspire their interest in different customs and cultures of different countries and areas. Encourage the students to learn and use such body language to communicate

5、 with each other through their action. Teaching Procedures Step 1 Greetings and revision T:(Greet the whole class as usual.) Ask the students to act their dialogue out. Step 2 Discussion and lead in T:In the last class we have known something about body language through listening and speaking

6、 activity.We have known that we could communicate not just by words but also by our expressions and body languages or movements,sometimes we may even communicate better and more clearly using body language than words.For example,nodding the head means agreement in our country,while in some Asian cou

7、ntries it means disagreement.If you want to learn more about body language,please read the passage on P22 carefully.Before reading,we’ll learn the new words and phrases in this period. (Show the following words and phrases on the screen.) communication　position　unconscious　aggressive　gesture　invol

8、ve　bow　slap spread　bend　hug　stare　formal　informal　communicate with　make a deal　mind reader　hold up　vary from...to...　be busy with　give away　on guard (Let the students read the words and phrases after the teacher.The teacher can give a brief introduction to the students if necessary or they may dis

9、cuss with their partners.) T:Now look at the three questions on the screen and discuss them in groups of four. (The teacher shows the questions on the screen.) 1.Can you guess what someone is thinking or feeling by looking at their body language? 2.Do people from different parts of the world use

10、 different body language?What about people who live in different parts of China? 3.How do you communicate the following with body language?Thank you!No.Yes.I don’t know.Come here. (The teacher gives the students three minutes to discuss and then asks some students to answer them.) T:(Three minu

11、tes later.) Have you finished your discussion? Ss:Yes. T:OK!Who’d like to answer the first question? S:Let me try.I can guess what someone is thinking or feeling by looking at their body language.For example,when I see someone raising his hand,I can see they are having questions to ask or need to

12、 ask for help. ’s go on.Question 2,any volunteer? S:It’s my turn.I think people from different parts of the world as well as China use different body language.Take greeting people for example.People in Russia,France and Arab countries kiss each other when they meet,however,people in China or Austr

13、alia shake hands instead of kissing. S:I do not think so.From where I stand,people from different parts of the world and from different parts of China use the same body language.Here I give a simple example:people in China wave their hands to say goodbye to other people they know,so do people in fo

14、reign countries. (As for the last question,the teacher can require the students to act them out before the whole class.) Step 3 Fast reading T:OK!You’ve known something about body language.Now we are going to read a passage,from which we will learn more about body language.Open your books and t

15、urn to P22.Read the passage quickly and summarize the main idea of each paragraph. (After a few minutes,the teacher checks the main ideas they summarize.) T:Who’d like to tell the main idea of Para.1?Any volunteer? S:I think that this paragraph mainly tells us that we communicate with people not

16、only by spoken or written words by also by body language. T:True or false? Ss:True. T:You are right.Para.2?This time,who wants to take this chance? S:In this paragraph we learned that “l(fā)earned” body language varies from culture to culture. T:You did a good job.What about Para.3? S:In my opinio

17、n,the main idea of this paragraph may be that the same body parts have shows different body languages in some different countries. T:Right,you understand it. Paragraph 4,anyone? S:I guess that people use their hands as a gesture of trust. T:Good answer.Sit down,please.The last paragraph,who’d lik

18、e to have a try? S:Maybe we should learn body language and be a mind reader. Step 4 Intensive reading T:Quite true.We have known the main idea of each paragraph.Now read the passage again and underline the useful words,phrases and expressions as well as say if these statements are T or F on the

19、screen.This time you should read slowly and carefully. (Show the following questions on the screen.) 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 “hig

20、h five” is a formal gesture. 6.Body language is less communicative than spoken or written language. (The teacher gives the students another four minutes to read the passage and then asks some students to judge whether these statements T or F and do this exercise together.) T:Have you finished you

21、r reading? Ss:Yeah. T:Good.Now let’s check the answer together.The first one?T or F? Ss:T. T:Excellent.What about No.2? Ss:F. T:Why do you think it’s F?Who can give me a reason? S:In Paragraph 2 we could easily see that Europeans and Americans shake hands with the right hand—the strongest han

22、d for most people. T:You are absolutely right.No.3,T or F? Ss:F. T:Good.Why is it wrong? S:We could find such detail at the beginning of paragraph 3:Greetings in Asian countries do not involve touching the other person. T:Well done.Statement 4?T or F? Ss:T. T:Excellent!How about the fifth one

23、? Ss:F. T:Anybody can explain the reason? S:The first sentence of Paragraph 4 tells us why.If we really understand this paragraph,we could easily know this statement is wrong. T:Good reason,ha?The last one? Ss:T. Suggested answers: 　　　　　 Step 5 Language study ’s check whether we have maste

24、red these words and expressions through the following two exercises. Ex.1 Complete the sentences with the words given. (The teacher shows the words and exercise on the screen.) Aggressive deal gesture greet formal informal position trust unconscious Weapon 1.Guns and knives are two diffe

25、rent types of__________. T:Read these words one by one together and pay attention to the words where the stress doesn’t fall on the first syllable:aggressive,position,unconscious. T:Complete this exercise individually,and then check them with a partner. (The teacher gives the students two or th

26、ree minutes to finish this exercise,and then can go around the class to help those having difficulty in dealing with it.) (Two or three minutes later,the teacher checks the answers.) T:Have you finished it? Ss:Yeah. T:Now let’s check the answers together one by one. Suggested answers:

27、 T:Just now you all did well.Now you are going to do Ex.2 (The teacher shows the following sentences on the screen and asks students to translate them one by one.At the same time,the teacher explains the underlined phrases.) Ex.2 Translate the following sentences into Chinese. 1.The wea

28、ther varies from place to place. 2.They were involved in the matter. 3.The children stared at the coloured ballons. 4.We made a deal and agreed to help him out. 5.The girls are busy greeting the foreigners over there (The teacher writes the phrases on the blackboard:vary from...to...;be involved

29、 in;stare at;make a deal;be busy doing sth.) Step 6 Listening and consolidation ’ll play the tape.Listen carefully.You can follow it in a low voice.Pay attention to the pronunciation and intonation. (After finishing the playing of the tape) T:From the text,we know people can use body language t

30、o communicate,but some body language is different in different countries or areas,that is,when wanting to express the same meaning,people in different countries use different body language.Look at the chart on the screen.Work in pairs or in groups.First have a discussion,and then complete the chart.

31、In the end,I’ll check the answers. Countries or areas The way of greeting The parts of body involved The meaning of the greeting (A few minutes later,the teacher checks the answers by showing them on the screen and having the students check them by thems

32、elves.) Suggested answers: Countries or areas The way of greeting The parts of body involved Europe and America Shake hands The right hand China Put the right hand on the left and bow slightly Both hands Muslims Give a “salaam” Heart,mouth and forehead Hindus Join their hands and bow

33、their heads Hands and headsAmerican youths Give me five Hands Step 7 Summary and homework ’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.

34、So much for today.Good-bye,everyone! The Design of the Writing on the Blackboard Module 3　Body Language and Non-verbal Communication The second period stare at make a deal be involved in vary from...to... be busy doing sth. Record after Teaching _______________________________________

35、________________________________ _______________________________________________________________________ _______________________________________________________________________ Activities and Research 1.Find out more information about body language. 2.Encourage the students to use the body la

36、nguage they have just learned. Reference for Teaching Language Points 相同點(diǎn):都用來談目前有關(guān)的動(dòng)作或事件。 都表示”到現(xiàn)在或另外某個(gè)時(shí)間為止”,常和完成時(shí)連用; 都可以和進(jìn)行時(shí),be動(dòng)詞的一般現(xiàn)在時(shí)以及表示心事狀態(tài)的 情感動(dòng)詞(如:know,feel,understand等)的過去時(shí)連用。 不同點(diǎn):(1)already 一般用于肯定句;在if 引導(dǎo)的條件狀語從句中可以是否定句。 yet 多用于否定句和疑問句中, (2)already 用于助動(dòng)詞之后,行為動(dòng)詞之前,位于句末時(shí),表示較強(qiáng)的語氣。 yet

37、 一般在句末,也可與not連用,位于句中。 If you haven’t seen the film already,you may go to the cinema this evening. Have you finished your homework yet? The show has already started. The show hasn’t started yet. 2.vary vt. 變化 vary from...to...從……到……變化 ……變化 ……方面不同,有差異 variety n.變化;多樣性;種類 various adj.不同的;各種

38、各樣的 a great/wide variety of 各種各樣的,品種繁多的 The shopping center sells a variety of goods. I like to have variety in my life. There are various ways of getting to the station. 3.involve v.包括;包含;牽涉;牽連(某人或某物) be/get involved in 使卷入;使專注于 The strike involved many people. He was involved in a heated argument. Don’t involve me in solving your problems. 4.give away 暴露(情況),贈(zèng)送;背棄;出賣 give in屈服 give up 放棄,認(rèn)輸 give in to 讓步,投降,屈服 give back 歸還 give off 放出,散發(fā)（光、熱、煙、氣味等） give out 分配,分發(fā)（不可指食物、燃燒、電力等用光）,精疲力竭