Module3BodyLanguageandNon-verbalCommunicationPeriod2ReadingandVocabularyI．TheGeneralIdeaofThisPeriodThisperiodwillfirstdealwithsomevocabulary.Thenthepassagewillunfoldaseriesofbodylanguagesofdifferentculturesbeforeus.Throughthesebodylanguageswewillknowsomethingaboutcustomsindifferentcountriesandareasofthewholeworldaswellaspeoplelivingthere.What’smore,throughthepassagewemayhaveabetterunderstandingofcultureofthewholeworldwelivein.Meanwhilewecanlearnsomereadingstrategiessuchasskimmingandscanning.Afterthatwewillhaveadiscussionaboutbodylanguageandcommunicationskillswe’velearned,whichisagoodchanceforthestudentstotraintheirspeaking.II．TeachingImportantPointsHelpthestudentstounderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod.Howtoletthestudentsunderstandthebodylanguageindifferentcountriesandusethemcorrectly.III．TeachingDifficultPointsHowtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.HowtomastertheimportantLanguagePointsinthispassage.IV．TeachingMethodsDiscussiontoleadinthereadingclass.Fastreadingtogetthemainideaofthetext.Intensivereadingtounderstandthepassagebetter.ExplanationtohelpthestudentsmastersomeLanguagePoints.V．TeachingAidsAtaperecorderAmultimediaVI．ThreeDimensionalTeachingAims1．KnowledgeandSkillsTrainthestudents’readingability.Learnsomeusefulwordsandexpressions.Learnsomefactsaboutbodylanguage.2．ProcessandStrategiesMakethestudentsknowmoreaboutbodylanguageandcommunicationcustomsaswellasculturesindifferentcountriesandareas.3．FeelingsandValueMakethestudentshaveabetterunderstandingofbodylanguageandnon-verbalcommunication.Inspiretheirinterestindifferentcustomsandculturesofdifferentcountriesandareas.Encouragethestudentstolearnandusesuchbodylanguagetocommunicatewitheachotherthroughtheiraction.VII．TeachingProceduresStep1GreetingsandrevisionT:(Greetthewholeclassasusual.)Askthestudentstoacttheirdialogueout.Step2DiscussionandleadinT:Inthelastclasswehaveknownsomethingaboutbodylanguagethroughlisteningandspeakingactivity.Wehaveknownthatwecouldcommunicatenotjustbywordsbutalsobyourexpressionsandbodylanguagesormovements,sometimeswemayevencommunicatebetterandmoreclearlyusingbodylanguagethanwords.Forexample,noddingtheheadmeansagreementinourcountry,whileinsomeAsiancountriesitmeansdisagreement.Ifyouwanttolearnmoreaboutbodylanguage,pleasereadthepassageonP22carefully.Beforereading,we’lllearnthenewwordsandphrasesinthisperiod.(Showthefollowingwordsandphrasesonthescreen.)communicationpositionunconsciousaggressivegestureinvolvebowslapspreadbendhugstareformalinformalcommunicatewithmakeadealmindreaderholdupvaryfrom...to...bebusywithgiveawayonguard(Letthestudentsreadthewordsandphrasesaftertheteacher.Theteachercangiveabriefintroductiontothestudentsifnecessaryortheymaydiscusswiththeirpartners.)T:Nowlookatthethreequestionsonthescreenanddiscussthemingroupsoffour.(Theteachershowsthequestionsonthescreen.)1．Canyouguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage?2．Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?3．Howdoyoucommunicatethefollowingwithbodylanguage?Thankyou!No.Yes.Idon’tknow.Comehere.(Theteachergivesthestudentsthreeminutestodiscussandthenaskssomestudentstoanswerthem.)T:(Threeminuteslater.)Haveyoufinishedyourdiscussion?Ss:Yes.T:OK!Who’dliketoanswerthefirstquestion?S:Letmetry.Icanguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage.Forexample,whenIseesomeoneraisinghishand,Icanseetheyarehavingquestionstoaskorneedtoaskforhelp.T:Verygood.Let’sgoon.Question2,anyvolunteer?S:It’smyturn.IthinkpeoplefromdifferentpartsoftheworldaswellasChinausedifferentbodylanguage.Takegreetingpeopleforexample.PeopleinRussia,FranceandArabcountrieskisseachotherwhentheymeet,however,peopleinChinaorAustraliashakehandsinsteadofkissing.S:Idonotthinkso.FromwhereIstand,peoplefromdifferentpartsoftheworldandfromdifferentpartsofChinausethesamebodylanguage.HereIgiveasimpleexample:peopleinChinawavetheirhandstosaygoodbyetootherpeopletheyknow,sodopeopleinforeigncountries.(Asforthelastquestion,theteachercanrequirethestudentstoactthemoutbeforethewholeclass.)Step3FastreadingT:OK!You’veknownsomethingaboutbodylanguage.Nowwearegoingtoreadapassage,fromwhichwewilllearnmoreaboutbodylanguage.OpenyourbooksandturntoP22．Readthepassagequicklyandsummarizethemainideaofeachparagraph.(Afterafewminutes,theteacherchecksthemainideastheysummarize.)T:Who’dliketotellthemainideaof?Anyvolunteer?S:Ithinkthatthisparagraphmainlytellsusthatwecommunicatewithpeoplenotonlybyspokenorwrittenwordsbyalsobybodylanguage.T:Trueorfalse?Ss:True.T:Youareright.Para.2?Thistime,whowantstotakethischance?S:Inthisparagraphwelearnedthat“l(fā)earned”bodylanguagevariesfromculturetoculture.T:Youdidagoodjob.WhataboutPara.3?S:Inmyopinion,themainideaofthisparagraphmaybethatthesamebodypartshaveshowndifferentbodylanguagesinsomedifferentcountries.T:Right,youunderstandit.Paragraph4,anyone?S:Iguessthatpeopleusetheirhandsasagestureoftrust.T:Goodanswer.Sitdown,please.Thelastparagraph,who’dliketohaveatry?S:Maybeweshouldlearnbodylanguageandbeamindreader.Step4IntensivereadingT:Quitetrue.Wehaveknownthemainideaofeachparagraph.Nowreadthepassageagainandunderlinetheusefulwords,phrasesandexpressionsaswellassayifthesestatementsareTorFonthescreen.Thistimeyoushouldreadslowlyandcarefully.(Showthefollowingquestionsonthescreen.)1．Notallbodylanguageisconscious.2．Europeansshakehandswiththeirlefthand.3．InAsia,peopletouchstrangerswhentheymeet.4．IntheUSa“highfive”isawayofsayinghello.5．A“highfive”isaformalgesture.6．Bodylanguageislesscommunicativethanspokenorwrittenlanguage.(TheteachergivesthestudentsanotherfourminutestoreadthepassageandthenaskssomestudentstojudgewhetherthesestatementsTorFanddothisexercisetogether.)T:Haveyoufinishedyourreading?Ss:Yeah.T:Good.Nowlet’schecktheanswertogether.Thefirstone?TorF?Ss:T.T:Excellent.WhataboutNo.2?Ss:F.T:Whydoyouthinkit’sF?Whocangivemeareason?S:InParagraph2wecouldeasilyseethatEuropeansandAmericansshakehandswiththerighthand—thestrongesthandformostpeople.T:Youareabsolutelyright.No.3,TorF?Ss:F.T:Good.Whyisitwrong?S:Wecouldfindsuchdetailatthebeginningofparagraph3:GreetingsinAsiancountriesdonotinvolvetouchingtheotherperson.T:Welldone.Statement4?TorF?Ss:T.T:Excellent!Howaboutthefifthone?Ss:F.T:Anybodycanexplainthereason?S:ThefirstsentenceofParagraph4tellsuswhy.Ifwereallyunderstandthisparagraph,wecouldeasilyknowthisstatementiswrong.T:Goodreason,ha?Thelastone?Ss:T.Suggestedanswers:1．T2．F3．F4．T5．F6．FStep5LanguagestudyT:Youarefamiliarwiththepassagenow.Butyoushouldalsopayenoughattentiontosomeusefulwordsandexpressions.Let’scheckwhetherwehavemasteredthesewordsandexpressionsthroughthefollowingtwoexercises.Ex.1Completethesentenceswiththewordsgiven.(Theteachershowsthewordsandexerciseonthescreen.)AggressivedealgesturegreetformalinformalpositiontrustunconsciousWeapon1．Gunsandknivesaretwodifferenttypesof__________.2．Someonewhohasa(n)__________attitudemaybeviolent.3．Youcan__________someonebysaying“Hello”.4．Your__________isthewayyouaresittingorstanding.5．Ifyouare__________ofsomethingyoudonotknowitishappening.6．A(n)__________isabusinessagreement.7．A(n)__________isamovementofthebodytocommunicatesomething.8．Ifyou__________someoneyoubelievethemandrelyonthem.9．”Givemefive!”isa(n)__________greeting.10．Peopleareusuallymore__________withpeopletheydon’tknow.T:Readthesewordsonebyonetogetherandpayattentiontothewordswherethestressdoesn’tfallonthefirstsyllable:aggressive,position,unconscious.T:Completethisexerciseindividually,andthencheckthemwithapartner.(Theteachergivesthestudentstwoorthreeminutestofinishthisexercise,andthencangoaroundtheclasstohelpthosehavingdifficultyindealingwithit.)(Twoorthreeminuteslater,theteachercheckstheanswers.)T:Haveyoufinishedit?Ss:Yeah.T:Nowlet’schecktheanswerstogetheronebyone.Suggestedanswers:1．weapons2．a(chǎn)ggressive3．greet4．position5．unconscious6．deal7．gesture8．trust9．informal10．formalT:Justnowyoualldidwell.NowyouaregoingtodoEx.2．(Theteachershowsthefollowingsentencesonthescreenandasksstudentstotranslatethemonebyone.Atthesametime,theteacherexplainstheunderlinedphrases.)Ex.2TranslatethefollowingsentencesintoChinese.1．Theweathervariesfromplacetoplace.2．Theywereinvolvedinthematter.3．Thechildrenstaredatthecolouredballons.4．Wemadeadealandagreedtohelphimout.5．Thegirlsarebusygreetingtheforeignersoverthere.(Theteacherwritesthephrasesontheblackboard:varyfrom...to...;beinvolvedin;stareat;makeadeal;bebusydoingsth.)Step6ListeningandconsolidationT:Nowlookatyourbooks.I’llplaythetape.Listencarefully.Youcanfollowitinalowvoice.Payattentiontothepronunciationandintonation.(Afterfinishingtheplayingofthetape)T:Fromthetext,weknowpeoplecanusebodylanguagetocommunicate,butsomebodylanguageisdifferentindifferentcountriesorareas,thatis,whenwantingtoexpressthesamemeaning,peopleindifferentcountriesusedifferentbodylanguage.Lookatthechartonthescreen.Workinpairsoringroups.Firsthaveadiscussion,andthencompletethechart.Intheend,I’llchecktheanswers.CountriesorareasThewayofgreetingThepartsofbodyinvolvedThemeaningofthegreeting(Afewminuteslater,theteachercheckstheanswersbyshowingthemonthescreenandhavingthestudentscheckthembythemselves.)Suggestedanswers:CountriesorareasThewayofgreetingThepartsofbodyinvolvedEuropeandAmericaShakehandsTherighthandChinaPuttherighthandontheleftandbowslightlyBothhandsMuslimsGivea“salaam”Heart,mouthandforeheadHindusJointheirhandsandbowtheirheadsHandsandheadsAmericanyouthsGivemefiveHandsStep7SummaryandhomeworkT:Inthisperiodwehavelearnedsomevocabularyandpleasetrytokeeptheminmindafterclass.Throughthereadingofthetextweknowsomethingaboutbodylanguageandnon-verbalcommunication.Wehavelearnedthatdifferentpeoplehavedifferentwaysofmakingcommunicationthroughbodylanguage.Afterclass,pleasereadthispassageagainandagaintillyoucanreciteitorretellitinyourownwords;meanwhile,tryyourbesttomastertheusefulexpressionsinthisperiod.What’smore,remembertopreviewGrammar1;Listeningandvocabulary.Thoughwearemakingmuchprogress,wehavealongwaytogo.Soitisourtasktostudyhardandmakegreateffortstospreadourculture.Somuchfortoday.Good-bye,everyone!VIII．TheDesignoftheWritingontheBlackboardModule3BodyLanguageandNon-verbalCommunicationThesecondperiodstareatmakeadealbeinvolvedinvaryfrom...to...bebusydoingsth.VIIII．RecordafterTeaching_____________________________________________________________________VV．ActivitiesandResearch1．Findoutmoreinformationaboutbodylanguage.2．Encouragethestudentstousethebodylanguagetheyhavejustlearned.VVI．ReferenceforTeachingL