body-language教案

1ATeachingPlanforUnit4BodyLanguageWarmingUpandReadinginNSEFCBook4姓名：伍正娥所在单位：南宁市第四十三中学联系方式：15878759740Lessonduration:40minsTeachingaims:KnowledgeaimsBytheendofthelesson,studentsshouldbeableto:1)gettoknowwhatisbadylanguageandculturaldifferences＆internationalcommunication.2)catchthemainideaofthearticleonthewhole;●SkillaimBytheendofthelesson,studentsshouldbeabletoimprovethereadingability:skimmingandscanning.EmotionalaimBytheendofthelesson,studentsshouldbeableto1.knowhowtousebodylanguageproperly.2.haveabetterunderstandingoftheimportanceofbodylanguage.3.learntounderstandandrespectdifferentcultures.TeachingImportantPoint:Bytheendofthelesson,studentsshouldbeableto1.masterthemainideaofthetextonthewhole.2.understandtheimportanceofbadylanguageininternationalcommunication.TeachingDifficultPoint:Bytheendofthelesson,studentsshouldbeabletousethereadingmethods,skimmingandscanning,adroitlytoimprovetheirreadingability.Teachingcontents:WarmingupandReading----Unit4BodyLanguageinNSEFCBook4.Teachingaids:amulti-mediaroom,PPT,ataperecorder,blackboardTypeofthelesson:ReadingTeachingapproach:Task-basedLanguageTeaching(TBLT)CLTTeachingprocedures:2Lead-in(8mins)Warming-up(ashortfilmaboutCharlieChaplin)[Teachingaids:PPT].Task1(groupwork):watchavideoSomequestionsforstudents1.Whoisthefunnymaninthefilm?2.Dotheactorssayanythingintheshow?3.Howdotheyexpressthemselves?4.Whatdoyoucallthat?Task2:discussion(pairwork)1.Howmanykindsoflanuagecanweusetocommunicatewithothers?2.Howcanwecommunicatewithotherswithoutwords?3.Whatisbodylanguage?StepI.Pre-reading(4mins)Interactionpattern:groupwork[Teachingaids:PPT]Game:DividetheSsintotwogroupsandchoosetwostudentstothefrontoftheblackboardandbringoutthemeaningofwordsbysomepostures.Groupmatesguesswhattheposturesmean.Meaningaction1.Iamworriedtwistinghandstogetherandholdinghead2.Ieattoomuchpattingorrubbingstomach3.IanmsorryIdidsomethingwronghanginghead4.I’msohappysmilingStepII.Reading(8mins)[Teachingaids:PPT]Task1(individualwork)Askthestudentstolistentothetapeandskimthetextatthesametime,andthentrytofinishthefollowingtasks.(PPTshowsthetaskandrelevantsuggestedanswer)Answerthequestion:(finishitatthesametimewhenreading)3Themainideaofthetextis____Task2.（groupwork）:givestudents5minstoreadthewholepassageandDividethepassageinto3partsandfinfoutthemainideaofeachpart.(Finishatthesametimewhenreading)(Writedownontheblackboard)Mainideasofeachparteachpart:Part1(para1):Meetthevisitorsattheairport.Part2(para2-5):Peoplefromdifferentcountriesexpressgreetingindifferentways.Part3(para6):Thereasonwhybodylanguagesaredifferent.StepIII.DetailReading(12mins)Scanning(groupwork)[Teachingaids:PPT,blackboard]Pairwork:readthetextin7mins,andthenfinishthefollowingtasks.(PPTshowsthetasksinorderandrelevantsuggestedanswers)Task1.fillingthechartHowdodifferentinternationalstudentsbehavewhentheygreetpeople?Completethechartwiththeinformationfromthepassage.NameDescriptionBodylanguageTowhomTonyGarciamanfromColombiaKissonthecheekeveryoneJuliaSmithWomanfromBritainNotouchingeveryoneAkiraNagataManfromJapanbowingeveryoneGeorgeCookManfromCanadashakinghandseveryoneAhmedAzizManfromJordanshkinghandsandnoddingtomentowomenDarleneCoulonWomanfromFranceshakehandsandkisstwiceoneachcheekpeoplesheknowsTask2.(individualwork)Guessthemeaningoftheunderlinedwordsinthefollowingsentences1.TonyapproachedJulia,touchedhershoulderandkissedheronthecheek.2.Shesteppedbackappearingsurprisedandputupherhands,asifindefence.3.Ingeneral,though,studyinginternationalcustomscancertainlyhelpavoiddifficultiesintoday’sworldofculturalcrossroads.StepIV.Post-reading(7mins)1)Interactionpattern:groupwork42)Skills:speaking3)Teacherandstudents'activities:[Teachingaids:PPTblackboard]Readthetextagain,andthenfinishthefollowingtask.(PPTshowsthetasksinorderandrelevantsuggestedanswers)Task1.pairwork:Comprehending1.WhatcanwelearnaboutEnglishpeopleandpeoplefromSpain,ItalyorsouthAmericancountriesfromtheirwaysofgreetingeachother?2.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?Task2.Discussion(groupwork)Whenwecommunicatewithpeopleinaforeighcountry,howcanweactproperly?Suggestedanswer:Ontheonehand,weshouldbecarefulwithourownbodylanguageandotherpeople’sbodylanguagetoavoidmisunderstanding.Ontheotherhand,wecanuseproperpostureandgestureaswellaswordstomakeourselvesunderstood.We’dbetterlearnmoreaboutthebodylanguageofthethecountryfromthelocalpeopleorontheInternet.Allinall,doinRomeasRomansdo.UsethePPttomakesummaryhomework1)Discussthequestionsingroupsonpage27.2)FinishtheexerciseLearningaboutlanguage.Layoutoftheblackboard:Unit4BodylanguageCommunication:Noproblem?Somenewwords:approachdefencedash……MainideasofeachpartseachpartPart1(1):Part2(2-5):Part3(6):Somenewphrases:belikelytoingeneral……Anticipation:Thelessonwillgoonwellinthewhole.Asforstudents,theyareveryinterestedinbodylanguage,sointhisclasstheywillbeveryconcentrative.Duringthislesson,studentsaregivenalotofchancestocooperatewiththeir5classmates,whichwillimprovethestudyingefficiency.Atthesametime,bytrainingrepeatedly,itishelpfulforstudentstomastertheread