bady language

Good morning, teachers. I am NO. 86. The title for my lesson plan is the reading of Body Language, Chinese etiquette. I will explain my plan from the following aspects: first, analysis of the teaching material; second, the teaching aims; third, teaching difficult points; fourth, teaching methods and learning methods; fifth, teaching aids; sixth, teaching procedures; seventh, blackboard design. The following is my details. Ⅰ.Analysis of the teaching material

The topic of this Unit is “Body Language”. The passage titled Communication: No problem?, mainly introduces one incident when author received international students and observing the interesting scene about their different greeting ways to each other. And the body language, which we usually use in daily life as a form of communication, actually reveals different cultures in the author’s eyes. By learning this passage, not only do students broaden their horizon on intercultural communication, but also they could understand the importance of body language in social intercourse. It is no doubt a good topic to arouse students’ interest to explore more information about international customs in their own ways, such as search the internet after class, read books, and discuss with friends even consult foreigners. On the other hand, students will benefit from constructing their attitudes within a respectful and tolerant worldview after study. Ⅱ. teaching Aims

Knowledge Aims: a. Understand culture differences and show one’s respect when communicating with others. b. To use appropriate form of body language when having communication with foreigners from different countries.

Ability Aims: a. Able to find out differences and similarities about behavior and interaction with others between Chinese and people in other countries. b. Able to search information about different cultures through various channels. c. Able to use skimming skill to look for general idea.

Moral Aims: a. Able to express oneself in both English and body language properly. b. Have an objective and tolerant attitude towards different cultures. Ⅲ. teaching difficult and important points

Important Points: a. Get to know some common body languages in different countries and behave them properly. b. To establish an objective and tolerant attitude towards different cultures.

difficult Point: a. To use body language properly in actual life. b. To judge and express one’s emotion and feeling objectively towards different cultures. B. About the Teaching Strategies and Learning Strategies According to the analysis and requirement above, I’ll try to use following theories to make students the real master of the class while the teacher myself the director, to lead and inspire the students to achieve the teaching goals.

Ⅳ. teaching methods and learning methods

teaching methods a. Cooperating Method b. Role Play c. Task-based Teaching And as for students, they are expected to use effective learning strategies as follow to adjust themselves to different tasks during the learning procedure. learning methods a. To comprehend meanings of expressions in different aspects. For instance,

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when learning the phrase “frown”, students can use body language to help understanding. b. Participate into the class activities, and use proper language accordingly with the situation. c. Reflect over the performance after class and make adjustment in next class. d. To fulfill one’s knowledge through various resources such as internet, library. Teaching Aids：Multimedia，Blackboard And I will mainly use multimedia during the whole teaching procedure, and blackboard will only be used for explaining some difficult words or expressions. Ⅴ.Teaching Aids

For reading, it requires teacher has a very good preparation. So, I first design some tasks on my handouts. Second, I will design a table to conclude the main idea of the passage and main idea of every parts of the passage. Besides, I will prepare some questions for students to answer after they have finished reading. So the teaching aids include handouts, a table for reading, excises for language points, textbook, chalks, and blackboard.

Ⅵ.Teaching Procedures

Step 1: Lead in Activity：Play a clip of video or movie which concludes a series of facial and body language of the actors but the sound will be turned off. Students need to judge the emotion and meaning base on the body language and give their reasons in details. It could arouse students’ interest immediately and it’s very easy to lead in to the passage.

Step 2: Warming Up a. To ask students act the phrases out in Task2 of “Warming Up”, and the others guess the meaning of the action. b. Look at the pictures of Task1, and discuss the questions together. This step mainly uses the role-play and cooperative method. Students could understand the importance of body language while acting. And through cooperative with others, they will learn to share and listen. Step 3: Pre-reading a. Ask students to discuss with their partner of Q1 to Q3, and then share the ideas in the class. b. Before doing Q4, teacher will provide some materials in which contain customs and characteristics of countries that mentioned in the passage. Students need to read them first and form the impression as a preparation. To present relative materials before major learning is good for the comprehension in a teaching procedure. And it’s also good for the consolidation of knowledge. c. Predict the topic with the help of title and picture of the passage，and skim the passage to check prediction. Prediction could help students to develop their skimming skill and get general idea of the passage.

Step 4: Detailed Reading & Role-play a. Read paragraphs 2 and 3 carefully, and complete Task1 of “Comprehending”. Paragraphs 2 and 3 mainly describe the situation when those international students meet in the airport. Ask students to read carefully and complete the related task could enable them memorize different body language of different characters in the book. b. Divide students into groups of 7, 6 students play the roles in the text along with the aside make by the remaining student. Role-play will be mainly used. Students need to try their best to behave features of specific character. This is fun and perfectly reappear the situation of the book, which help students for a better understanding of different cultures and body languages. Cooperative and role-play method are used again here.

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Step 5: Detailed Reading (B) a. Read paragraphs 4 and 5, sum up the main ideas and try to find out author’s attitude towards body language. b. Make your point of view base on the questions 5 and 6 of Task2 in “Comprehending”. This is the second part of detailed reading. Students will calm themselves after the interesting role-play and allocate their attention on the final 2 paragraphs. With generalization and understanding of author’s attitude, students’cognition of other cultures will be widened at the same time. And questions 5 and 6 of Task2 in “comprehending” are the consolidation of students’cognition of the author’s statement.

Step 6: Summary Sum up the content in three parts of the passage according with the above. And important words and expressions are also needed to emphasize during the summary.

Step 7: Homework With help of Internet, library, teachers etc, search for more information about body language in English speaking countries and tell the similarities between Chinese do. Introduce your discovery to the classmate next class. If possible, make a PPT to assist with your relation. This step is mainly set for the ability aims mentioned above: search information about different cultures through various channels, and find out differences and similarities about behavior and interaction with others between Chinese and people in other countries. Students do their job independently and share their discovery to the class for sure can make them feel much more confident so that they maintain a good motive in learning English. Ⅶ.Blackboard design

A good blackboard needs to reflect the main contents of the class in the simplest design. Also, it should present teachers’ competent in art and it should initiate students interest. For that, I will divide the blackboard into two parts. The left part be used as the main parts, which includes the contents of the structure of the passage, main idea, important words and phrases, etc. the right part will be used as assistant. It mainly includes some words which the students can not write down and some discussion the students have made.

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