Module3BodyLanguageandNon-verbalCommunication教案

Module 3 Body Language and Non-verbal

Communication

主备课人：马景宁 精备课人： 第15-28课时

Teaching Contents:

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.

Teaching Important Points

Master 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 Points

How to encourage students to take an active part in the speaking and listening activities.

How to improve the students’ speaking and listening ability. Teaching Methods

Individual 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 Aids Multimedia A blackboard.

Six periods for teaching Period 1: Introduction（1）

Period 2: Reading and Vocabulary（2-3）

Period 3: Grammar 1; Listening and Vocabulary（4-6） Period 4: Function; Grammar 2; Pronunciation;Speaking （7-9） Period 5: Grammar 3; Writing; Everyday English （10-12） Period 6: Cultural Corner; Task; Module File（13-14） 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 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 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, 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 Vocabulary

This 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 the Function part.

Function

The 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 Vocabulary 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 2

This 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.

Pronunciation

This 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.

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 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 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.

Writing

The 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 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 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 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 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 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 File

This 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.