Module 3 Period 1 Introduction 教学设计优质公开课外研版必修4精品.docx
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Module 3 Period 1 Introduction 教学设计优质公开课外研版必修4精品.docx
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Module3Period1Introduction教学设计优质公开课外研版必修4精品
Module3BodyLanguageandNon-verbalCommunication
BriefStatementsBasedonThisModule
TheAnalysisofTeachingContentsinThisModule
Thetopicofthismoduleis“BodyLanguageandNon-verbalCommunication”.Relatedinformationisintroducedthroughreadingandlistening.ThereadingpartgivesabriefintroductionofbodylanguageindifferentcultureswhilethelisteningpartshowshowtobehavewellwhenyouareinvitedtoanAmerican’shome.Thevocabulary,sentencepatterns,grammar,themaincontentofthecontextaswellasthestudents’activitiessuchaslistening,speaking,readingandwritingandsoonalldeveloparoundthistopic.Theteachercandesignandorganizesuchactivitiesasorganizingstudentstointerviewforeignfriendsorcommunicatewithnetpaltodevelopthestudents’languageskillsandcommunicationskills.
Introduction
Thispartismadeupoffouractivitieswhichintroducenotonlyvocabularyconcerningphysiccontactorgesturesbutalsoapartofimportantexpressionsandbodylanguagesprobablyusedoncommunicationoccasions.Throughtheseactivitiesthestudentscanbefamiliarwithsomeusefulwordsandexpressionsconcerningnon-verbalcommunicationandmakegoodpreparationsforthefollowingreadingactivities.
Thispassagegivesabriefintroductionofhowbodylanguagesareusuallyusedindifferentcustomsandcultures.Andthreeexercisesconcerningthecontentandvocabularyofthepassagearedesigned.Bydoingtheseexercisesthestudentscanhaveagoodunderstandingofthecontentofthispassageandlearnsomewordsrelatedtothecontentofthispassage.
Grammar1
Thispartintroducesadverbialclauseofconditionaroundwhichthreeactivitiesaredesigned.ThroughActivity1thestudentscanhaveaknowledgeofthegeneralthingsofthisgrammarphenomenonsuchasthesituationitdescribes,thesubordinateconjunctionsitusestointroducethesituation,whyitisusedaswellasthetensesinboththeindependentclauseanddependentclause.AndActivity2willhelpstudentsbefarmorefamiliarwiththecontentofthepassageandgettoknowclearlyaboutthesituationswhereadverbialclauseofconditionisused,thatis,thisactivitywillbeofgreathelptoconsolidatewhatstudentshavelearnedinActivity1.ThelastactivityistomatchthetwopartsofthesentencesaboutbodylanguageinEuropeorAmerica.Itnotonlyfurtherconsolidatesstudents’understandingofthisgrammarphenomenon’susebutalsogetthemtoknowmoreaboutEuropeanandAmericanbodylanguagesandgesturesconcerningnon-verbalcommunicationsoastointeresttheminunderstanding“differentcountrieshavedifferentcustoms”and“wheninRome,doastheRomansdo”.
ListeningandVocabulary
Thispartbringsinboththecontentcloselyconcerningthethemeortopicofthismoduleintheformoflistening—behaviorsinthecommunicationwithwesternersandtherelatedvocabulary.Itismadeupoffouractivities.InActivity1studentsaredemandedtomatchthegivenwordswiththepartsofthebodyinthepicture.IthelpsthestudentsexactlyknowhowtoexpressthepartsofthebodyinEnglishandsmoothlyleadsstudentstoActivity2.Meanwhilethesewordsarecloselyconnectedtothethemeofthismodule.Activity2showsstudentshowtheirbodiespartsareusedinnon-verbalcommunicationandhavethemformaseriesofvividpicturesintheirmindsaboutthesebodylanguages.BothActivity3and4arebasedonActivity1and2.ThroughActivity3,studentsneedtocatchthemainideaandfindoutthetopicstheyhaveheardintheconversation,otherwisetheycannotchoosetherightanswer.AtthesametimetheycanalsohaveagoodunderstandingofAmericancultureandcustomsindifferentsocialoccasionsofcommunication.IfweseeActivity3astrunkofabigtree,Activity4willbebranches.Thatistosay,eachpieceofadviceinActivity4embodiesoneofthetopicsinActivity3.Thisactivityrequiresstudentstolistencarefullyandunderstandtheconversationfullyanddeeplyinordertocatchasmanydetailsaspossible.Maybetheyneedtopaymuchattentiontohowtoaskforandgiveadvicecorrectly.SothishelpsstudentsbewellpreparedtostudytheFunctionpart.
Grammar2
Thispartisstillmainlyaboutadverbialclauseofcondition.Itprovidestwoactivitiesforstudents.ByreadingthesentencesandanswerthegivenquestionsinActivity1,studentscangetinformationsuchasinwhichsituationadverbialclauseofconditionisbestusedandthesubordinateconjunctionsthatareusedtolinkthedependentclauseandtheindependentclause.ItalsoprovidesenoughgrammarknowledgeforActivity2whichinsteadconsolidatesthegrammarphenomenonbyfillingintheblankswiththerightformofverbs.
Pronunciation
ThispartintroducessomedifferencesexistinginthepronunciationofboththeAmericanEnglishandtheBritishEnglish.Therearetwoactivitiesdesignedinthispart,bothofwhicharelinkedwithlistening.InthefirstactivitystudentsneedtolistentotwospeakerswiththeAmericanaccentandtheBritishaccentrespectivelytonoticethedifferencesbetweenbothofthem.Duringthecourseoflisteningstudentsarerequiredtolistencarefullyinordertomakeagoodanddetailedcomparison.Activity2suppliesstudentsagoodchancetotellwhichaccentdifferentspeakersuserespectively.Inthisway,studentscannotonlyimprovetheirpronunciationaccuracybutalsopracticetheirlisteningskill.
Speaking
Inthispartthestudentsworkinpairstoperformarole-playgameintheformofactingoutadialogue.OneplaystheroleofaforeignfriendandaskhisorherpartnerforsomeinformationconcerningChinesecultureandcustoms,theothergiveahisorhersomegoodadviceusingthemodalverbssuchas“should”and“must”,meanwhileheorshecancheckifheorshehasreallymasteredhowtouseadverbialclauseofconditionbybeginninghisorhersentencesofadvicewith“if”.Sothispartconsolidatesthegrammarknowledgelearnedabove.
Grammar3
Thispartgivesabriefintroductionofadverbialclauseofconcessionandoffersrelativeactivities.Twoactivitiesaredesigned,thefirstofwhichcanleadstudentstoknowingabouttherealmeaningofadverbialclauseofconcessionintheformofchoosingthecorrectanswers.Thetwosentencesofthisactivityarebothfromthelisteningmaterialandcloselyconnectedtothethemeofthismodule,sothatifstudentsreallyunderstandandfurthermasterthemeaningofthem,theywillhaveadeepunderstandingofthethemeoncemore,whichmaystimulatethemtobeawareofcultureandcustomsindifferentcountries.Thesecondactivityisdesignedtohelpstudentslearnsomesubordinateconjunctionswithwhichtheadverbialclauseofconcessionbegins.Thisactivityisofgreathelptoconsolidatestudents’knowledgeofthisgrammar.
Writing
Themaincontentofthispartistoansweraninvitationandthreeactivitiesareprovidedtohelpstudentsgiveacorrectreply.Activity1isaprewritingactivityandshowstwoinvitationswithdifferentstyles—oneformal,theotherinformal.Studentsneedtoreadthemandcatchthemainideaandsomedetailssoastotellthedifferencesbetweentheformalstyleandtheinformalstyle.Meanwhileitcanlayknowledgefoundationfortheirreply.Activity2offersfourexpressionsforstudentstojudgewhethertheyareformalorinformal.Thisactivitysupplieshelpfulinformationthatstudentscanmakeuseofintheirreply.It,aswellasActivity1,offersthenecessarypreconditiontoActivity3.Basedonthetwoactivitiesabove,studentsarerequiredtowriteashortreplytoeitherinvitationinActivity3,whichconsolidateswhattheyhavejustlearnedabove.
EverydayEnglish
ThispartismainlyaboutfourdailyexpressionsinEnglishwhicharedesignedtohelpstudentsunderstandandmasterhownativeEnglishspeakerstakeadvantageofusefulphrasesandexpressionsintheirdailylife.Meanwhile,theycanalsoimprovestudents’oralEnglishlevelanddeepentheircomprehensionofidiomsandcustomsaswellascultureofEnglishspeakingcountries,whichembodiesthethemeortopicofthismodule.
CulturalCorner
Thispartisfocusedonapassageintroducingtheoriginandfunctionofclapping.Afterreadingitstudentscanhaveabetterunderstandingofnon-verbalcommunication.Inordertohelpstudentsgetasmanydetailsaspossibletwoquestionsaregivenasaclue.
Task
Thetaskofthismoduleis“preparingsomesocialadviceforvisitorstoChina”.Itrequiresstudentstomakeadiscussionwiththeirclassmatesandmakealistofvarioussocialsituationstowriteabout.Andthentheyhadbetterwriteashortparagraphoneachtopictoshowvisitorswhattheyshoulddoinallaspectssuchasclothing,food,shelterandeventheirdoing.Eachparagraphoughttobeginwithifyouorwhenyouandusethemodalverbs“should(n’t)”and“must(n’t)”,whichmakessurethatstudentsgooverwhattheyhavelearnedinGrammarpartandconsolidatestheirunderstandingofadverbialclauseofcondition.Finallyworkingroupstointroducewhattheywritetoeachother.Maybethiswayraisestheirawarenessofcooperation.
ModuleFile
Thispartisasummaryofthismodule.Itmayhelpthestudentstoknowwhethertheyhavemasteredthemainpointsornot.Iftimepermits,theteachermayhavearevisionofthismodulebyanalyzingthispartandconsolidateitwithsomeexercises.
Sixperiodsforteaching
Period1:
Introduction
Period2:
ReadingandVocabulary
Period3:
Grammar1;ListeningandVocabulary
Period4:
Function;Grammar2;Pronunciation;Speaking
Period5:
Grammar3;Writing;EverydayEnglish
Period6:
CulturalCorner;Task;ModuleFile
Period1 Introduction
TheGeneralId
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