外研版必修4 Module3教案

Module Three Body Language and Non-verbal Communication

Period One

Teaching content:

Introduction & Reading and Vocabulary

Teaching important points:

1.Motivate the students to work together;

2.Help the students to understand the passage better;

3.Learn and master some important words and phrases in this period.

Teaching difficult points:

1.How to let the students understand the body language in different countries and use them correctly;

2.How to help the students improve their reading ability and understand the passage better;

3.How to master the important language points in this passage.

Teaching procedures:

Step 1 Lead-in

In communication,spoken and written words are very important,but we communicate with more than words

and sentences.Body language is as important,such as body positions,gestures,expressions and so on,and body

language varies from culture to culture.This module,we will talk about the topic:Body Language and

Non-verbal Communication.

【verbal ['vɜːb(ə)l] adj. 词语的, 言语的, 字句的；口头的；动词的 n. 非谓语动词; 非限定动词】

Step 2 Introduction

1.Activity1 on P21

Read through the given information to understand and match the verbs with the pictures.Call back the

answers.

2.Activity2 on P21

Listen the first time to get the main idea and match the situations with the pictures;introduce the main idea of

the listening material briefly and compare the answers;listen again to understand it better.

3.Activity3 on P21

Read through the given information to understand the requirement;choose one or two situations to make

sentences after the example;ask some students to show their answers to the class.

4.Activity4 on P21

Read through the given information to understand and make a choice.If possible,ask some students to give

reasons for their choices.

Step 3 While-reading

Next,we will read a passage about body language around the world.

1.Fast reading[Activity 1 on P22]

Skim the text as quickly as you can to get the main idea and choose the best title;Call back the answers and

explain if necessary.

2.Careful reading[Activity 2 on P23]

Read through the text carefully to get more details and then tell if the statements in Activity 2 on P23 are true

or false;Call back the answers and explain if necessary.While reading,please underline some language points

or what you don`t understand.

3.Language points【Ref:Notes to the text】

Go through the passage with the students together to explain some language points.

Step 4 Post-reading

Go through the text again quietly to understand it better.Time permitting,listen to the tape and follow it.

Then finish Activity 3 on P23.

Step 5 Summary and Homework

1.Summary: Summarize what they have learned in this period.

2.Homework: Reading on P81-82 in workbook.

Appendix: Notes to the text 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

1) 超过，多于(用于数字前,=over) e.g:There are more than 50 students in our class.

2) 非常，很(修饰adj./adv./v.表程度)

e.g:She was dressed more than simply. 她穿着十分朴素。

I was more than a little angry when I saw how they'd ruined it.

当我见到他们是怎样把它破坏时, 我不禁大为愤慨。

His answer more than satisfied me. 他的回答使我非常满意。

3) 不只是(修饰n.,=not only) e.g:His report is more than a survey. 他的报告不只是一份调查。 现在, 它是一种很常见的打招呼方式。

▲quite a/an + (adj.) + n. 〈尤美, 常褒〉不寻常的, quite通常放在冠词a/an 的前面。

e.g:quite a success 非常成功

She's quite a girl. 她可不是普通的女孩。

It really was quite a shock to get the news.得到这个消息真有点令人震惊。

3.Useful expressions

show sb. the way 给„指路

be on guard 保持警惕；值班

be busy with sth./(in) doing sth.

make a deal 达成协议，做成交易

in respect 尊重，恭敬地

hole up 昂起，兴起

give away 暴露(自己的情况) ，泄露；赠送，分发

a mind reader 能看透别人心思的人

Period Two

Teaching content:

Grammar1 & Listening and Vocabulary

Teaching important points:

1.Encourage the students to sum up grammatical rules;

2.Further improve the students` listening skill.

Teaching difficult points:

To make the students be able to analyse the sentence structure of adverbial clause of condition and use what

they learn in Grammar1 to make up such kind of sentences.

Teaching procedures:

Step 1 Greetings and Revision

1.Greet the students as usual.

2.Check up the homework in last period OR ask some students to read out new words in this module.

Step 2 Grammar1-Adverbial clause of condition

1.Summarize the rules of adverbial clause of condition

条件状语从句【Ref:Grammar6 on P111】

【状语、状语从句、状语从句的种类、条件状语从句的意义】

1) 引导条件状语从句最常用的连词是if, 由if 引导的条件状语从句表示在某种条件下某事很可能发生。

如: If you ask him for help, he will help you. 如果你请他帮忙, 他会帮你的。

If you fail in the exam, you will let him down. 如果你考试不及格, 你会让他失望的。

*另外, if从句还表示不可实现的条件或根本不可能存在的条件, 也就是一种虚拟的条件或假设, 从句多

用一般过去时或过去完成时。

如:If I were you, I would invite him to the party. 如果我是你, 我会邀请他参加聚会。

I would have arrived much earlier if I had not been caught in the traffic.如果没有堵车, 我会到的早一点儿。

2)unless conj. (=if not)除非, 若不, 除非在„的时候

如: You will fail to arrive there in time unless you start earlier.如果你不早点动身, 你就不能及时赶到那儿。 Unless it rains(=If it doesn`t rain), the game will be played. 除非下雨, 比赛将照常进行。

3)on condition (that)...在„条件下, 如果; 该结构引导的条件从句是主句事件发生的前提或唯一条件。

如: I can tell you the truth on condition that you promise to keep a secret.

我可以告诉你真相, 条件是你答应保守秘密。

You can go swimming on condition (that) you don`t go too far from the river bank. 你只有在不远离河岸的条件下才可以下水游泳。

4)suppose/supposing conj. 如果, 假如

如: Supposing it rains, shall we continue the sports meeting? 倘若下雨, 我们的运动会还要继续举行吗?

Suppose something should go wrong, what would you do then? 假如出了什么问题, 你准备怎么对付?

5)provided conj.假如, 如果

如: He will sign the contract provided we offer more favorable terms.

如果我们提出更优惠的条件, 他就会在合同上签字。

He won’t be against us in the meeting provided (that) we ask for his advice in advance.

如果我们提前征求一下他的意见, 他就不会在会上反对我们。

6)in case (that) 万一、如果

如:In case it rains, do not expect me. 如若下雨, 就不要等我了。

7)as/so long as只要

如:As long as you promise to come, I`ll wait for you until you come. 只要你答应, 我就等你来。

*8)when:when引导的时间状语从句有时从意义上看也可理解为一种条件，相当于一个条件状语从句的

作用。（了解、理解）

如：We use "learned" body language when we are introduced to strangers.

We shake hands when we make a deal.

When we greet someone, we put the right hand over the left and bow slightly.

总结：if, unless, on condition (that), suppose/supposing, provided,in case (that),as long as等引导的条件状语

从句, 主从句条件关系分明, 结构清晰。在条件状语从句中, 用一般现在时(或现在完成时) 代替一般将

来时, 一般过去时代替过去将来时。（主将从现）

但有些句子虽没有含条件关系的连词, 却隐含着条件关系, 这些句子常用一些词, 如but for(若非, 要不

是), without等引出一个介词结构来表示条件, 条件常常是虚拟的或与事实相反的假设。

如:But for the rain, we should have a pleasant journey. 要不是下雨, 我们的旅行肯定会很愉快。

But for your help, we should not have finished in time. 要不是你帮忙, 我们肯定不能及时完成任务。

2.Activity1 on P23

Read through the given information to understand and try to tick the true statements;call back the answers and explain if necessary.

3.Activity2 on P23

Ask the students to find more examples in the passage and then present in class.

4.Activity3 on P24

Read through the given information to understand and try to match;call back the answers and explain if necessary;read the completed sentences to understand them better.

Step 3 Listening and Vocabulary

1.Activity1 on P24

Read through the given information to understand and match;call back the answers and explain if necessary;read out the words aloud together.

2.Activity2 on P24

Read through the given information to understand and try to complete the sentences;call back the answers and explain if necessary;read out the words and the completed sentences individually and slightly to understand them better.

3.Activity3 on P25

Read through the given information to understand the requirement;listen for the first time to get the main idea and try to number the topics;explain the main idea of the listening material briefly and call back the answers;listen again to compare the answers and understand better.

4.Activity4 on P25

Read through the given information to understand and try to match;call back the answers and explain if necessary;listen for the third time to get more details and check the answers.

Step 4 Summary and Homework

1.Summary: Summarize what they have learned in this period.

2.Homework: Activities3,5,6 on P79-80 in workbook.

Appendix: Notes to the text

Useful expressions

for the first time

nod one`s head

shake hands with sb.

Period Three

Teaching content:

Function;Grammar2;Pronunciation & Speaking

Teaching important points:

To motivate the students to work together.

Teaching difficult points:

Help the students master the differences between an American English accent and a British English accent.

Teaching procedures:

Step 1 Greetings and Revision

1.Greet the students as usual.

2.Check up the homework in last period.

Step 2 Function

1.Activity1 on P25

Read through the given information to understand and try to complete the sentences with should or must ;call back the answers and explain the usages of should and must.

▲should/shouldn`t 应该/不应该 表示一般的，语气较弱的建议。

must/mustn`t 必须/不准，不许，不可以 表示语气很强的建议。

2.Activity2 on P25

Read through the given information to understand and try to complete the sentences;call back the answers and explain if necessary;read through the completed sentences individually and slightly to understand them better.

Step 3 Grammar2-Adverbial clause of condition

1.Activity1 in this part on P26

Read through the given information to understand and try to answer the questions;call back the answers and explain if necessary.

2.Activity2 in this part on P26

Read through the given information to understand and try to complete the sentences;call back the answers and explain if necessary;read through the completed sentences individually and slightly to understand them better.

Step 4 Pronunciation

1.Activity1 in this part on P26

Read through the given information to understand;listen to the tape noticing the differences between an American English accent and a British English accent;explain the difference of these sounds;listen again to understand better.

▲ 1) / t / in American English sounds more like /d/;

2) / / in American English sounds more like / Λ/;

3) / r/ is must more prominent(['prɒm ɪn ənt]adj. 显著的; 突出的)in American English;

4) / ɑ: / in American English sounds more like /æ/.

2.Activity2 in this part on P26

Read through the given information to understand;listen to the tape noticing the accent;call back the answers and explain if necessary;listen again to understand better.

*Step 5 Speaking

This part can be omitted for our students.

Step 6 Summary and Homework

1.Summary: Summarize what they have learned in this period.

2.Homework: Activities1,2 on P79 in workbook.

Appendix: Notes to the text

Useful expressions

by accident 偶然的

take a sip 抿一口

make a toast 祝酒

▲toast v. & n. 祝酒, 干杯

e.g:Let`s toast the friendship between two countries.让我们为两国间的友谊干杯。

I propose a toast to the health of the guests.我提议为来宾的健康干一杯。

Period Four

Teaching content:

Grammar3; Writing & Everyday English

Teaching important points:

Learn to write a reply to an invitation and compare a formal invitation with an informal one.

Teaching difficult points:

1.Make the students compare two kinds of invitations;

2.Learn to use everyday English to communicate by combining body language.

Teaching procedures:

Step 1 Greetings and Revision

1.Greet the students as usual.

2.Check up the homework in last period.

Step 2 Grammar3-Adverbial clause of concession([kən'se ʃən]n.承认, 允许；妥协, 让步)

1.Summarize the rules of adverbial clause of concession.

让步状语从句

【让步状语从句的意义】

1)though, although表示“虽然, 纵然，即使”之意

这两个连词意思大致相同，在一般情况下可以互换使用。在口语中, though 较常使用, although 比though 正式，二者都可与yet, still或nevertheless 连用, 但不能与but 连用。

如：Though/Although he was worn out, (still) he kept on working.虽然他已经精疲力竭, 但仍然继续工作。 Though/Although he is very old, (yet) he is quite strong.他虽然年纪大了, 身体还很健壮。

值得注意的是, although 引导的让步状语从句位于主句之前的情况较多, though 引导的让步状语从句可位于主句之前或主句之后。

如：She passed the examination though she had not studied very hard.她虽然不用功学习, 考试却及格了。 *【nevertheless[nevəðə'les]】adv. 仍然, 然而, 不过 conj. 尽管如此, 然而

如：What you said was true but nevertheless unkind.你所说的都对, 不过有点不客气。

The news may be unexpected;nevertheless it is true.这消息也许是出乎意料的, 然而是真实的。

2)as, though表示“虽然„„但是”, “纵使„„”之意

as 引导的让步状语从句必须以部分倒装的形式出现, 被倒装的部分可以是表语、状语或动词原形, though 间或也用于这样的结构中, 但although 不可以这样用。

如：Object as you may, I’ll go. (=Though/Although you may object, I’ll go.) 纵使你反对, 我也要去。

Hard as/ though he works, he makes little progress. (=Though he works hard, he makes little progress.)

尽管他学习很努力, 但几乎没取得什么进步。

Child as/though he was, he knew what was the right thing to do.虽然他是个孩子, 但他知道该做什么。

(=Though he was a child, he knew what was the right thing to do.)

Fast as you read, you can’t finish the book so soon.纵然你读得快, 你也不能这么快读完这本书。

3)even if, even though 表示“即使„„”, “纵使„„”之意

这两个复合连词的意思基本相同它们常可互换使用, 但意义有细微差别. even if 引导的让步从句含有强烈的假定性, 而even though引导让步状语从句时, 是以从句内容为先决条件的, 也就是说, 说话人肯定了从句的事实。

如：We ’ll make a trip even if/though the weather is bad. 即使天气不好, 我们也要作一次旅行。

Even if he is poor, she loves him. (=He may be poor, yet she loves him.) 即使他很穷, 但她还是爱他。

Even though he is poor, she loves him. (=He is poor, yet she loves him.)尽管他很穷, 但她还是爱她。

4)whether...or... 表示“不论是否„„”, “不管是„„还是„„”之意

该复合连词引导的让步状语从句旨在说明正反两个方面的可能性都不会影响主句的意向或结果。

如：You ’ll have to attend the ceremony whether you’re free or busy.不管你忙不忙, 都要参加这个典礼。 Whether you believe it or not, it’s true. 无论你是否相信, 这都是真的。

5) “no matter+疑问词”或“疑问词-ever ”的含义为“无论„„都„„; 不管„„都„„”它们引导的让步状语从句可以互换。常用的有：however(+adj./adv. 不管怎样),whatever(无论什么),whoever(不管是谁),wherever(无论何地),whenever(无论何时),whichever(无论哪一个).

如：No matter what happened, he would not mind. (=Whatever happened, he would not mind.) 无论发生了什么, 他都不会介意的。

No matter who you are, you must keep the law.(=Whoever you are, you must keep the law.)

不管你是谁, 你都要遵纪守法。

但“no matter+疑问词”结构只能引导让步状语从句, 而“疑问词-ever ”还可以引导名词性从句。 如：Whatever(=No matter what) you say, I won’t believe you.(Whatever 引导让步状语从句)

无论你说什么, 我都不会相信你。

I ’ll eat whatever (≠no matter what) you give me. (whatever引导宾语从句)

你给我吃什么, 我就吃什么。

Whoever comes will be welcome. (Whoever 引导主语从句) 不管谁来都受到欢迎。

*【however/but】

两个词都可以表示转折，意思为“但是”，但两者词性不同。however 作此意讲是adv. ，故不能连

接并列分句而需另起一句，且位置灵活，一般用逗号与主句隔开；but 是并列连词，可以连接并列分句。 如：The problem was difficult.However,I worked it out.

I bought my sister a shirt,but she didn`t like it.

6) 此外, 有时while 也可以引导让步状语从句, 但一般要位于句首。

如：While I like the colour, I don’t like the shape. 我虽然喜欢那颜色, 但不喜欢那形状。

2.Activity1 on P27

Read through the given information to understand and choose;call back the answers and explain if necessary.

3.Activity2 on P27

Read through the given information to understand and try to complete the sentences;call back the answers and explain if necessary;read through the completed sentences individually and slightly to understand them better.

Step 3 Writing

1.Activity1 on P28

Read through the invitations and answer the questions;call back the answers and explain if necessary;review the invitations to understand better.

【RSVP abbr. Reply,if you please. 请回复】

2.Activity2 on P28

Read through the expressions to understand and tell which are formal and which are informal.

*3.Activity3 on P28

This part can be omitted for our students.

4.An extra writing task

民工子女的教育问题现在受到全社会的关注。最近你与你的同学共同对你所在城市的民工学校进行了一次调查。请你用英语给《21世纪中学生英文报》写信，反映这次调查的情况并呼吁全社会关注民工学校，帮助民工子弟。

信的主要内容包括如下要点：

1) 民工学校的现状：设施简陋，师资匮乏，但民工子弟热爱学习。

2) 调查引发的感受。

3) 改善民工学校现状的建议(至少两点)

注意：词数，120词左右；信的开头和结尾已给出，不计入总词数。

参考词汇： 民工学校－migrant school

One possible version:

Dear editor,

We have done some research about migrant schools in our city lately and we are shocked to see the environment of the schools is so poor. The schools have no modern equipment, no playground, no library, and even don’t have enough teachers. All those problems are due to one key point---the lack of money, which, therefore, leads to a huge difference in education even for kids in the same city.

And yet, the good thing we saw is that migrant kids are eager to learn. Can we do something to help them? Yes. Our government can invest more money in migrant schools. Our community resources can be made use of and city students can help collect money or donate books to them. There are a lot more things we can do.

I do hope that the whole society can care more about the migrant kids. If everybody contributes a bit, migrant kids can surely enjoy equal education opportunities.

Step 4 Everyday English

Read through the given information to understand and try to choose;call back the answers and explain if necessary.

【Pay attention to Learning to learn. 】

Step 5 Summary and Homework

1.Summary: Summarize what they have learned in this period.

2.Homework: Activity4 on P80 in workbook.

Appendix: Notes to the text

Useful expressions

switch on/off

▲company n. 伴随, 陪伴, 与他人在一起；客人, 朋友；一群人；公司

e.g:I enjoy his company. 我喜欢和他在一起。

keep sb. company 陪伴某人; 给某人做伴

▲on earth

1) 世界上

e.g:He is ready to do anything on earth to better his fortunes.他准备在世上干点什么以便交上好运。

2) 究竟, 到底(多与疑问词连用以加强语气)

e.g:What on earth is the matter there?那里究竟发生了什么事情

Period Five

Teaching content:

Cultural Corner; Task & Module File

Teaching important points:

1.Make the students get the main idea of the passage;

2.Get the students to understand clapping deeply.

Teaching difficult points:

1.How to improve their reading skills;

2.How to give social advice for visitors to China.

Teaching procedures:

Step 1 Greetings and Revision

1.Greet the students as usual.

2.Check up the homework in last period.

Step 2 Cultural Corner

1.Lead-in:Clapping or applause is a kind of universal body language.But it also has its own history and features.This passage,we will learn more about clapping.

2.Reading

Read through the passage carefully to get the main idea and match the main idea with each paragraph.

A.The features of clapping(Clapping is social, like laughter, it is infectious, and spreads very quickly.)(Para.3)

B.The reasons why we clap(To show we like something.)(Para.1)

C.The history of clapping(The custom of clapping has early beginnings.)(Para.2)

3.Language points

Go through the passage together to explain some language points.【Ref:Notes to the text】

4.Consolidation

Ask the students to read through the passage one more time quietly and individually to understand it better.Time permitting,listen to the tape and follow it.

Step 3 Task

【*This part can be omitted for our students.】

Step 4 Module File

This section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they don`t know.Then they may make up for it accordingly.Or you may provide a chance for them to have a consolidation.

Step 5 Summary and Homework

1.Summary: Summarize what they have learned in this period.

2.Homework: Activities7,8 on P81.