高一外研必修4-Module-3-Body-language-and-Non-verbal-Communication-公開課教案

Module3BodylanguageandNon-verbalCommunicationＩ．模塊教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutbodylanguageandnon-verbalcommunicationPractisegivingadviceusingshould/shouldn’tandmust/mustn’tLearntouseAdverbialofconditionandAdverbialofConcessionLearnaboutdifferentBritishandAmericanpronunciationsWriterepliestoinvitationsⅡ.目標(biāo)語言TargetLanguage功能句式GivingadviceYoushouldshakehandswhenyoumeetnewpeople.Youshouldn’tarrivetoolate.Youmustthankyourhostforawonderfulevening.Youmustn’tarriveearly.詞匯1.四會詞匯communication,aggressive,weapon,deal,forehead,bow,youth,palm,slap,mindreader,ankle,eyebrow,bend,hug,religion,host,toast,sip,blank,rude,favor,classical,fu2.認(rèn)讀詞匯threatening,involve,slightly,Muslim,salaam,Hindu,spread,panic,live,judgment,prolong,equality,handclap,infectious,funeral,RSVP3.詞組byaccident,giveaway,holdup,liftup,makeadeal,onguard,sayhelloto,switchon,upanddown4.重點詞匯communicate,unconscious,vary,formal,traditionally,gesture,stare,wipe,wrist,invitation,performance,applause,request語法Adverbialclauseofcondition條件狀語從句Adverbialclauseofconcession讓步狀語從句重點句子1.Ifyousaytheword“communication”,mostpeoplethinkofwordsandsentences.2.Althoughtheseareveryimportant,wecommunicatewithmorethanjustspokenandwrittenwords3.Weusedthe“l(fā)earned”bodylanguagewhenweintroducedtostrangers4.Likeotheranimals,weareonguarduntilweknowitissafetorelax.5.Nowadays,itisquiteacommongreeting.6.Playswereoftenincompetitionwitheachother...III.教材分析與教材重組 1.教材分析本模塊的中心話題是“肢體語”和“非言語交際”,所談?wù)摰脑掝}涉及打招呼,拍手,文化意識等,旨在通過模塊教學(xué)使學(xué)生學(xué)會使用描述“肢體語”和“非言語交際”的詞匯,就“肢體語”和“非言語交際”這一話題發(fā)表建議、觀點,并能寫出合乎規(guī)范的請柬和回復(fù)。 1.1INTRODUCTION通過設(shè)置的四幅圖片和聽力訓(xùn)練,談?wù)摳鞣N情況下的肢體語,這一部分呈現(xiàn)了本模塊的中心話題,學(xué)生可以復(fù)習(xí)鞏固有關(guān)體態(tài)的詞匯。 1.2READINGANDVOCABULARY是有關(guān)世界各地打招呼的體態(tài)語，在這一部分中，學(xué)生除學(xué)習(xí)新的詞匯、句型和訓(xùn)練閱讀技巧外，對打招呼的體態(tài)語也有更深刻的認(rèn)識。 1.3GRAMMAR1呈現(xiàn)了條件狀語從句并輔以練習(xí)，使學(xué)生對條件狀語從句有初步認(rèn)識。 1.4LISTENINGANDVOCABULARY分兩部分，一部分是學(xué)習(xí)有關(guān)身體部位的詞匯，另一部分是聽力訓(xùn)練。這兩部分不僅使學(xué)生學(xué)習(xí)新詞、也訓(xùn)練其聽力。 1.5FUNCTION呈現(xiàn)了用SHOULD和SHOULDN’T、MUST和MUSTN’T提建議并輔以練習(xí)，使學(xué)生掌握用SHOULD和SHOULDN’T、MUST和MUSTN’T提建議這一用法。 1.6GRAMMAR2再次呈現(xiàn)了條件狀語從句，同時輔以練習(xí)，使學(xué)生在GRAMMAR1的基礎(chǔ)上，進一步了解條件狀語從句的用法。至此，學(xué)生對條件狀語從句有一個整體的認(rèn)識。 1.7PRONOUCIATION通過聽英語、美語兩種不同的方言，讓學(xué)生辨別英、美語在發(fā)音上的一些差異。 1.8SPEAKING是讓學(xué)生談?wù)撚嘘P(guān)中國的風(fēng)俗習(xí)慣，并練習(xí)條件狀語從句以及SHOULD和SHOULDN’T、MUST和MUSTN’T的用法。同時培養(yǎng)學(xué)生的合作精神。 1.9GRAMMAR3呈現(xiàn)WH-WORD＋EVER引導(dǎo)的讓步狀語從句的基本用法。設(shè)置的練習(xí)使學(xué)生對WH-WORD＋EVER引導(dǎo)的讓步狀語從句有一定的認(rèn)識。 1.10WRITING這一部分是設(shè)置了兩篇請柬，讓學(xué)生學(xué)會寫正式與非正式請柬以及回復(fù)，使學(xué)生了解并掌握這一應(yīng)用文體。 1.11EVERYDAYENGLISH是讓學(xué)生掌握一些日常用語的真實意思，避免望文生義。 1.12CULTURALCORNER是一篇介紹“拍手”這一手勢語的文章，通過閱讀使學(xué)生不僅訓(xùn)練泛讀技巧，也使學(xué)生了解拍手的起源和拍手的不同場合。 1.13TASK要求學(xué)生就一些社交話題寫出建議。這一部分不僅培養(yǎng)學(xué)生的寫作能力而且使學(xué)生復(fù)習(xí)鞏固條件狀語從句及SHOULD和SHOULDN’T、MUST和MUSTN’T的用法。 2.教材重組 2.1從訓(xùn)練目的上看INTRODUCTION與PRONOUNCIATION以及WORKBOOK中的LISTENINGANDSPEAKING相一致；從教材分量上分析可將這三部分整合在一起，設(shè)計一節(jié)“聽說課”。 2.2把READINGANDVOCABULARY上一節(jié)“閱讀課”。 2.3將GRAMMAR1、2、3和WORKBOOK中的GRAMMAR整合在一起，上一節(jié)“語法課”。 2.4將LISTENINGANDVOCABULARY，F(xiàn)UNCTION，SPEAKING，TASK，EVERYDAYENGLISH以及WORKBOOK中的VOCABULARY整合在一起，上一節(jié)“綜合技能課”。 2.5將CULTURALCORNER和WORKBOOK中的READING整合在一起，上一節(jié)“泛讀課”。 2.6將WRITING和WORKBOOK中的WRITING整合在一起上一節(jié)“寫作課”。 3.課型設(shè)計和課時分配（根據(jù)對教材和學(xué)情的分析，本單元可分六課時教授） 1stperiod ListeningandSpeaking 2ndperiod Reading 3rdperiod Grammar 4thperiod IntegratingSkills 5thperiod ExtensiveReading 6thperiod Writing Ⅳ.分課時教案TheFirstPeriodListeningandSpeakingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點詞匯和短語point,shake,smile,waveb.重點句子Saywhatyoudowhenyouareintroducedtosomeone.Ishakehandsandsay“pleasedtomeetyou”.Youshouldn’topenthegiftimmediately.2.Abilitygoals能力目標(biāo)Enablethestudentstolearntotalkaboutbodylanguageandnon-verbalcommunication.EnablethestudentstolearnthedifferentpronunciationsbetweenBritishandAmericanEnglish.Enablethestudentstolearnaboutthegift-givingcustomsaroundtheworld.3.Learningabilitygoals學(xué)能目標(biāo)Enablethestudentstolearnhowtotalkaboutbodylanguageandnon-verbalcommunication.Teachingimportantanddifficultpoints教學(xué)重點和難點Getthestudentstolearnhowtotalkaboutbodylanguageandnon-verbalcommunication,andlearnaboutthegift-givingcustomsaroundtheworld.Teachingmethods教學(xué)方法Talking,listeninganddiscussing.Teachingaids教具準(zhǔn)備Acomputer,aprojectorandarecorder.Teachingprocedures&ways教學(xué)過程與方式StepⅠLead-inT:Usually,whenwesaysomething,weliketomoveourhands,headoreyes.Whatisit?S:It’sbodylanguage.T:Forwhatdoweusebodylanguagewhenwespeak?S:Toexpressourselvesmoreclearlyorvividly.T:Sometimes,wedon’tsawanything,butwecanunderstandeachother.Why?S:Weuseourbodylanguage.T:Somebodyisunabletospeak.Wecallthemdummy.Howcantwodummiestalkwitheachother?S:Theytalkwitheachotherwiththeirbodylanguage.T:Whatisbodylanguage?S:Bodylanguageisthemovementsorpositionsofourbodythatshowotherpeoplewhatwearethinkingorfeeling.StepⅡWarmingupGetthestudentstotalkaboutthepicturesonthescreen.T:Lookatthepicturesonthescreenanddiscussthemeaningofthem.Tellmeyouranswers.Ss:1OK!2Stop!3Bequiet!4Great!/Wonderful!T:Youareright!Theyareallgestures.Doyouonlyuseyourhandstomakegestures?Ss:No.T:Whatelsecanweusetomakegestures?Ss:Faces,eyes,mouths,arms,feet,legs,bodiesandsoon.T:Sowecallthesegesturesbodylanguageornonverbalcommunication.Howmuchdoyoucommunicatewithyourbody?1Notatall2Notmuch3Alot4Morethanyouthink5Morethanwithwords?Why?Sa:Notmuch.I’mnotanactivegirl.Sb:Alot.IthinkIcanexpressmyselfmoreclearlywithbodylanguage.Sc:MorethanIthink,becauseIsometimesusebodylanguageunconsciously.Sd:Morethanwithwords,IthinkIusebodylanguageatalltimes.T:Verygood!StepⅢIntroductionGetthestudentstodothespeakingandlisteninginINTRODUTION.T:Nowopenyourbooks,turntoPage21,lookatthepicturesandguesswhatthepeoplearedoing.Sa:Thetwoyouthsarepossiblyaskingandtellingsomething.Sb:Theladyislikelytosay“Goodbye!”tosomebody.Sc:Maybethewhitemaniswelcomingtheblackman.Sd:Perhapsthetwomiddle-agedpeoplearegreeting.T:Maybeyouareright.Let’smatchtheverbsintheboxwiththepictures.Nowlistentothetapeandmatchthesituationswiththepictures.OK,let’sdoActivity3.Discusswhatyoudowhenyouareintheeightsituationsinpairs.Whovolunteertotellusyouranswers?S1：Ismileandsay,“Howareyoudoing?”S2：Ipointtothewayandsay,“Gothiswayplease.”S3:Iwavemyhandandsay,“Hello!”S4:Igivehimthegiftandsay,“Happybirthdaytoyou!”S5:Inodmyhead.S6:Ishakemyhandsandmyhead.S7:Iopenmyeyeswidepointingatmyselfwithmyindexfinger.S8:Ishakehandsorhughim.T:Howcanyouusebodylanguagetocommunicatethefollowingideas?Teachershowsthemonthescreen.Letstudentsdiscussingroups.1.Youareenjoyingsomething.2.Youlikesomeone.3.Youareinterestedinwhatsomeoneissaying.4.Youdisagreewithwhatsomeoneissaying.5.Youarenotenjoyingsomething.6.Youwanttoleavebecauseyouareinahurry.7.Youarenotinterested.8.Youwouldliketotalktosomeone.Answerswillvarybuthereareafewappropriatewaystocommunicateeachfeelingusingbodylanguage.S1:smiling,openingeyeswide,rockingone’sheadfromsidetosideS2:smiling,huggingoneself,leaningone’sheadtooneside,loweringwithone’seyes,leaningforwardorcloserS3:staringalot,puttingahandtoyourchinasinthought,leaningforward,openingeyeswide,shapingyourmouthwiththesameexpressionsasthepersonwhoyou’relisteningtoS4:lookingaway,puttingone’sheaddownintoone’sarms,talkingtooneself,whistling,frowning,foldingone’sarmsS5:yawning,sighing,complaining,frowning,lookingawayS6:sighing,bitingdownwithone’steeth,notstandingstill,tappingone’stoesonthefloor,lookingtowardthedoorS7:sameasnotenjoyingS8:raisingone’shandtobecalledon,tryingtospeakup,wavingone’sarmsoverone’sheadtogetattention,jumpingupanddown,andshapingone’smouthinabigOT:Lookatthewordsintheboxesandmakesurethatyouknowwhattheymean.Worktogetherwithyourpartnerandtrytothinkofhowthesepartsofyourbodycanbeusedto“talk”tosomeone.Foreachbodypart,trytocomeupwithatleasttwodifferentgestures.Thefirstonehasbeendoneasanexample.1fist2hip3thumb4indexfinger5cheek6palmS1:Shakingyourfistatsomeoneisawaysayingthatyouareverystrong.Bendingyourarmandmakingafististosaythatyouarestrong.S2:Swingingyourhipsisawayofsayingyou’rehappyorinagoodmood.Pushingyourhipstotheleftortherightcanbeawaytopushpeopleoutofyourway.S3:Puttingyourthumbuptoexpressthatyoulikesomething.Bitingyourthumbistoshowstrongdislike.Stickingyourthumboutfromanextendedarmistoaskforaride.S4:Pointingyourfingertoscoldsomeone.Turningyourpalmupandbendingyourfingertowardyoutoasksomeonetocometoyouorfollowyou.Tappingyourfingertoyourheadistotellsomeonetothinkcarefully.Puttingyourfingertoyourlipsistoasksomeonetobequietorwhisper.S5:Kissingyouonthecheekistoshowaffectionortogreetsomeone.Slappingsomeone’scheekistoexpressyourangeratbeinginsulted.Scratchingyourcheekwithyourfingersistoshowthatyou’reconfused.S6:Puttingyourhandsoutinfrontofyouwithyourpalmsuptobegoraskforsomething.Puttingbothyourhandsoutatyoursidesandpalmsuptoshowyoudon’tknowsomething.Puttingpalmsagainstyourcheeksistoshowsurpriseorshock.StepⅣPRONUNCIATIONGetthestudentstolistentothetapeandlearnaboutthedifferentpronunciationsbetweenBritishEnglishandAmericanEnglish.T:DoyouknowanydifferentpronunciationsbetweenBritishEnglishandAmericanEnglish?NowI’llplaythreeshortpiecesofadvice.Youshouldlistenanddistinguishthedifferentaccents.Helpthestudentsknowthedifferences.T:CouldyoutellmeotherdifferencesbetweenBritishEnglishandAmericanEnglish?Ss:Iknowsomedifferentwordsandexpressions.Forexample,mostBritishpeopletalkabout“holiday”,butAmericanstalkabout“vocation”.Americansusetheexpression“Iguess”butBritishpeopletalkabout“Ithink”.T:Good!Lookatsomedifferentwordsonthescreen.AmericanEnglishBritishEnglishfallautumnmailpostsoccerfootballgaspetrolstoreshoptrucklorrymoviefilmapartmentflatcantinsubwayundergroundrenthirebathroomW.C/lavatoryelevatorliftT:OK,doyouknowhowAmericansspellthewordsonthescreen.Teachershowsthemonthescreen.colour favour labour centre theatre metre travelled quarrelled Letstudentslookupthesewords.T:Lookatthescreenandcomparewithyouranswers.1)our(BE) colour favour labouror(AE) color favor labor2)re(BE) centre theatre metreer(AE) center theater meter3)lled(BE) travelled quarrelledled(AE) traveled quarreledT:ItisquitenecessaryforyoutolearnaboutsomedifferencesbetweenBritishEnglishandAmericanEnglish.StepⅤListeningandspeaking(P83)GetthestudentstodothetasksinListeningandspeaking(P83)ingroupsorinpairs.T:Whenwevisitdifferentcountries,wesometimesmakemistakesbecausewedon’tunderstandthelocalcustoms.LookatthepicturesonPage83anddiscussthemistakespeoplearemakingineachsituation.Checkyouranswerswitheachotherafteryou’vefinishedit.Whowanttotellmeyouropinion?Somestudentswilltelltheiranswers.T:Nowgothroughthestatementsaboutgift-givinganddiscusswhatcountriesorpartsoftheworldtheydescribeinpairs.Haveyoufinishedit?Ss:Yes!Studentschecktheanswerseachother.T:I’llplaythetapeforyoutolistentoapersontalkingaboutgift-givingcustomsaroundtheworldandtickthestatementsintheordertheyarementioned.Checkyouranswers.What’stheorder?Let’slistenagainandcheckyouranswerstoExercise3.Thestudentswilllistenandchecktheiranswersinpairs.T:Nowworkinpairsagainandsayhowyourcustomsaredifferentorsimilar.Whichpairswanttotellusyours?Pair1A:Wecallfather“da”.B:Wecallfather“die”.Pair2A:Weshakehandswhenwesay“Goodbye!”B:Weshakehandswhenwesay“nihao”.Pair3A:Welookintoone’seyeswhenwearetalking.B:Weavoideyecontactwhenwearetalking.Pair4A:Wecan’tgiveamirrorasagift.B:Wecan’tgiveanumbrellaasagift.T:Wonderful!SoweshoulddoasRomansdowheninRoman.StepⅥHomework1.Listentothegift-givingcustomsatleastthreetimes.2.ThinkofdifferenteverydayEnglishbetweenBritishEnglishandAmericanEnglish.TheSecondPeriodReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點詞匯和短語aggressive,deal,gesture,greet,formal,informal,position,trust,unconscious,weapononguard,makeadeal,bebusywithb.重點句子Ifyousaytheword“communication”,mostpeoplethinkofwordsandsentences.Althoughtheseareveryimportant,wecommunicatewithmorethanjust...Likeotheranimals,weareonguarduntilweknowitissafetorelax.Nowadays,itisquiteacommongreeting.2.Abilitygoals能力目標(biāo)Enablethestudentstolearnaboutgreetingsaroundtheworld.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtotalkaboutgreetingsaroundtheworld.Teachingimportantanddifficultpoints教學(xué)重點和難點Getthestudentstotalkaboutgreetingsindifferentcountries.Teachingmethods教學(xué)方法Skimmingreading,pairworkanddiscussing.Teachingaids教具準(zhǔn)備Acomputer,aprojectorandarecorder.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomeworktogetherwiththestudents.T:DoyouknowsomedifferenteverydayEnglishbetweenBritishEnglishandAmericanEnglish?Ss:Yes.T:Couldyoutellmesome?Sa:Whentheyareintroducedtosomeone,theAmericansay,“Gladtomeetyou!”whiletheBritishsay“Howdoyoudo?”or“Pleasedtomeetyou.”Sb:WhenAmericanssay,“Goodbye!”theyalwaysadd,“Haveagoodday!”or“Haveagoodtrip!”Sc:AE:Doyouhaveanycar?Yes,Ido.BE:Doyouhavegotanycar?Yes,Ihave.T:Howdotheygreet?Sd:IntheUSA,thecommonestgreetingis“Hi!”whileinBritainitis“Hello!”or“Howareyou?”T:Good!StepⅡPre-readingTeachershowssomepicturesonscreen.Talkaboutthepicturestoarousethestudents’interest.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?Ss:Yes,ThousandsofHandsKwan-yin.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTailihua（邰麗華）.SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Sheisfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople，sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.TeachercangivesometimetoletstudentstalkabouttheTVprogram.T:Whatdidyouthinkaboutit?Ss:Itwaswonderful.Itwasthebestofalltheperformances.T:Whydoyousayso?Sa:Ifthehostdidn’tintroducethem,wecouldn’tbelievetheycouldn’thearanything.Sb:Althoughtheyaredeafanddump,yettheydancedbeautifully.Sc:Theiractionsweresoharmoniousandgracefulthatwebecameveryexcited.Sd:Itwasawonderthattheyfinishedtheperformanceinasilentworld.T:Sotheymusthavegonethroughmuchmorehardship.Theyhavesetagoodexampleforus:Wherethereisawill,thereisaway.Learningaforeignlanguagerequiresmorethanknowledgeofitsvocabulary,grammar,idioms,andinformalexpressions.Italsorequiresawarenessofitsgesturesandfacialexpressionssincetheycandiffersomuchfromculturetoculture.StepⅢReadingSkimmingGetthestudentstotalkaboutthepictureandthenreadquicklytofindoutwhatthepictureisaboutandchoosethebesttitle.T:NowturntoPage22andlookatthepictureandguesswhattheyouthsaredoing?Ss:Theyareplaying.Theyaremakinganagreement.Theyaregreeting.T:Doyouwanttoknowwhatonearththeyaredoing?Ss:Yeah!T:Nowreadthepassagequicklyandsilentlytofindoutwhattheyareexactlydoingandchoosethebesttitleonthetopofthepassage.Haveyoufinishedreading?Ss:Yeah!T:Whataretheydoing?Ss:Theyaregreeting.T:Whichisthebesttitle?Ss:GreetingsAroundtheWorld.T:Why?Ss:Becausethepassagetellsussomegreetingcustomsinsomecountries.T:You’vegotit!ScanningGetthestudentssometimetoread.T:Let’sgothroughActivity2andreadthepassageagaintoseeifthesestatementsaretrueorfalse.Ifyoufinishedit,checkyouranswersinpairs.Who’dliketotellusyouranswers?Somestudentswilltelltheclasstheiranswers.IntensivereadingGothroughthepassagecarefullytoanswersomequestions,dealwithsomelanguageproblemsanddoActivity3.T:Let’sgothroughthepassagecarefullyandanswerthequestionsonthescreen.Questions:1.Isthebodylanguagethesameintheworld?2.HowdoEuropeansandAmericansgreeteachother?Why?3.HowdoChinesepeoplegreeteachother?4.HowdoHindusgreeteachother?5.HowdoAmericanyouthsgreeteachother?T:Checkyouranswersinpairsfirst.Whowantstotellusyouranswers?Suggestedanswers:1.No,itvariesfromculturetoculture.2.Traditionally,EuropeansandAmericansshakehandswiththerighthand—thestrongesthandformostpeople.Becauseifourrighthandisbusyshakinghandswithsomeone,itcan’tbeholdingaweaponanditshowsthatItrustyou.3.WhenweChinesegreetsomeone,weputtherighthandovertheleftandbowslightly.Butsometimesweshakehandstoo.4.Hindusjointheirhandsandbowtheirheadsinrespect.5.Onepersonholdsuphishand,palmoutwardsandfivefingersspread.Theotherpersonraiseshishandandslapstheother’sopenhandabovetheheadina“highfive”.StepⅣDiscussionT:Nowdiscussthefollowingquestionswithyourpartner.Teachershowsthequestionsonthescreen.Thepurposeofthisactivityistoorientyourstudentstothetopicofthemainreadingpassage.Noticethatthequestionsencouragestudentstobeginthinkingaboutthepossibilitythatbodylanguageisnotthesameeverywhere.Therearecultural,regional,andindividualdifferencesinhowwecommunicatewhatwethinkandfeelwithourbodies.1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?3.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?4.Howisbodylanguagedifferentfromspokenlanguage?Whatdotheyhaveincommon?5.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?Teachergivesstudentssometimetodiscussthesequestions.PossibleanswersToQuestion1variousanswersarepossible.Askstudentstogivereasonsandexamplestosupporttheiranswers.S1:Yes,Ican.Aperson’sbodylanguagecantelluswhatheorsheisfeeling.Forexample,ifsomeoneisnervous,hisorherhandsmayshake.Ifapersonsmilebuthisorhereyesdon’tlookhappy,wecanguessthatthereissomethingwrong.No,Ican’t.Itisdifficulttotellwhatapersonisthinkingbylookingattheirbodylanguage.Peopleusebodylanguageindifferentwaysandgesturesmayhavedifferentmeaningsindifferentareas.Peopledon’talwaysthinkabouttheirbodylanguage,sowemaymisunderstandthemifwetrytoguesswhattheyarethinkingorfeeling.Itisalsopossibleforpeopletolearntousetheirbodylanguagetohidewhattheyarereallyfeelingorthinking.S2:Yes,theydo,butnotalways.Somebodylanguageisthesameinanyculture.ThatisalsothecaseinChina.VariousanswersarepossibleasChinaisamulticulturalcountry.S3:Situationswherebodylanguageisimportantinclude:ajobinterview,avisittoaforeigncountry,ameeting,aspeech,etc.S4:Bodylanguageisinsomewaysmorelimitedthanspokenlanguage.Somethingswouldbeverydifficulttoexpressusingbodylanguage.Itisperhapseasertomisunderstandbodylanguage.Bodylanguagetendstosupportandaddtospokenlanguage.Bothbodylanguageandspokenlanguageusesymbolstorepresentmeaning;inthecaseofspokenlanguage,weusesoundsandsoundcombinationstorepresentwordsandmeanings.Bothdependonourabilitytointerpretwhatweseeorhear.S5:Thereareseveralothersituationswhereaperson’sbodylanguagemaynotmatchwhatheorsheissaying:aspeakerwhoistryingtosoundconfidentbutwhosehandsareshaking;apersonwhosaysthatheorsheisinterestedinwhatwearesayingbutwholooksawayortapshisorherfeet;apersonwhoistryingtotellthetruthbutwhosehandorfingercovershisorhermouth/toucheshisorherearsornecketc.Itprobablyhappensbecauseitismoredifficulttocontrolone’sbodylanguagethantocontrolwhatonesays.T:TodayChinahasbecomeoneofmembersofWTO.Theearthisbecomingavillage.ThelanguageofthevillageisEnglish.Butbodylanguageisalsoveryimportantforus.Itisfascinatingforanyonetostudy.Weyoungstudentsshouldpaymoreattentiontobodylanguage.StepⅤExplanationTeacherhelpsstudentstodealwithsomedifficultlanguages.T:OK!Let’sdealwithsomelanguageproblems.Doyouhaveanydifficulties?S:InthissentenceAlthoughtheseareveryimportant,wecommunicatewithmorethanjustspokenandwrittenwords.Whatdoesmorethanmeanhere?T:Morethanheremeanstoadegreeatwhich.Morethanisnolongerastrongenoughorsuitableword.InChinesemorethan意思為“不只是”，“遠(yuǎn)勝于”。eg:Heismorethanawriter.他不只是位作家。Weweremorethanhappytohearofyourescape.ShowtheseMorephrasesonthescreen.1)more...than...=Itismoretruetosay...than...He’smoremad(notmadder)thanstupid.2)nomore=neitherHecan’taffordanewcar,andnomorecanI.3)nomorethan=only，usedforsayingthataparticularsituationorresultseemsappropriateornormalI’mgladhelosthisjob—it’snomorethanhedeserved.4)nomore...than...=notas...asHe’snomoreabletoreadChinesethanIam.=HeisasunabletodosoasIam.5)notmorethan=atmostThenumberofthestudentsinourclassisnotmorethansixty.6)themore...,the...more/less...=tothedegreethat...,toanequal/lessdegree...Themoreangryhebecame,themoreshelaughedathim.Themoredifficultthequestionsare,thelesslikelyIamtobeabletoanswerthemT:NowcompletethesentenceswiththewordsgiveninActivity3.Checkyouranswersinpairs....StepⅥHomework1.Recitethepassage.2.Findouttheadverbialclausesinthepassage.TheThirdPeriodGrammarTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言重點句子Ifyousaytheword“communication”,mostofpeoplethinkofwordsandsentences.Weuse“l(fā)earned”bodylanguagewhenweareintroducedtostrangers.2.Abilitygoals能力目標(biāo)EnablethestudentstomasterAdverbialClauseofConditionandAdverbialClauseofConcession.3.Learningabilitygoals學(xué)能目標(biāo)EnablethestudentshowtomasterAdverbialClauseofConditionandAdverbialClauseofConcession.Teachingimportantanddifficultpoints教學(xué)重點和難點HowtogetthestudentstoconcludeAdverbialClauseofConditionandAdverbialClauseofConcession.Teachingmethods教學(xué)方法Pairwork,discussingandpracticing.Teachingaids教具準(zhǔn)備Acomputerandaprojector.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionCheckthehomeworkwitheachother.T:Whovolunteerstotellustheadverbialclausesinthepassage?Suggestedanswers1.Ifyousaytheword“communication”,mostofpeoplethinkofwordsandsentences.2.Althoughtheseareveryimportant,wecommunicatewithmorethanjustspokenandwrittenwords.3.Weuse“l(fā)earned”bodylanguagewhenweareintroducedtostrangers.4.Likeotheranimals,weareonguarduntilweknowitissafetorelax.5.Ifourrighthandisbusygreetingsomeone,itcan’tbeholdingaweapon.6.Ifyoushakehandswithsomeone,youshowyoutrustthem.7.Whenwegreetsomeone,weputtherighthandovertheleftandbowslightly.8.Whensomepeoplehaveveryinformalstylesofgreeting,theystillusetheirhandsasagestureoftrust.T:Quiteright!Theyarealladverbialclauses.Canyoutickwhicharetheadverbialclausesofcondition?Ss:No1,3,5,6,7and8.T:Good!StepⅡGRAMMAR1andGRAMMAR2GuidethestudentstodrawaconclusionofAdverbialClauseofConditionbydoingtheactivitiesinGRAMMAR1andGRAMMAR2T:Let’slookatthesesentencescarefullyandtickthetruestatementsinGRAMMAR1onPage23.Whicharetrue?Ss:No1,3,4and5.T:Youareright!NowdoActivity3accordingtotheinstruction.Checkyouranswers.TurntoPage26andlookatGRAMMAR2.Let’sdoActivity1.Whatareyouranswers?Ss:1a2b3unlessT:Quiteright!ThendoActivity2.We’vedonealotofpractice.NowdiscussthesimilaritiesanddifferencesbetweenGRAMMAR1andGRAMMAR2inpairs.Who’dliketotellusyouropinions?Sa:WecandescribecommonsituationsandpossiblesituationsinthefutureusingAdverbialClauseofCondition.Sb:Whetherwedescribecommonsituationsorpossiblesituationsinthefuture,weuseiforwhentointroducethesituationandexplaintheresultofthesituationintheotherpartofthesentence.Sc:Butwhenwedescribecommonsituations,weusethepresentsimpletenseinbothpartsofthesentence;whenwedescribepossiblesituationsinthefuture,weusethepresentsimpletenseinAdverbialclauseofConditionbutusethefuturetenseintheotherpartofthesentence.Sd:Andunlesscanalsobeusedtointroducethesituation,butitequalsif...not...T:Wonderful!You’vegotit.DoyouknowanyotherwordsandexpressionsthatcanbeusedtoguideAdverbialClauseofCondition