A Teaching Plan For Body Language
Zhengshi High school Xu Na
25th, May, 2005
Teaching aim:
1). Aim of knowledge:
a). Read the text and let students have a wide knowledge of body language, including the background, all kinds of forms of body language.
b). Let the students know that just like the spoken language, body language varies from culture to culture.
2). Aims of ablities:
a). enable the students to understand differences and similarities between body
language and words, and the will learn to handle clashes in cultural communication;
b).develop students’ ability of basic reading strategies of bottom-up.
c). get students to master the way of comparison.
2) Aims of emotion:
a). Arouse students’ devotion to different kinds of body language.
b). Learn to face life with optimism and happiness.
Key points and difficult points：
1). By making forms and comparison to help the students understand the test well.
2). Try to pick out the key sentences and divide the test into several parts.
Teaching methods:
1) Communicative Teaching Method
2) Task-based Teaching Method
3) Five-step Teaching Method
Teaching aids: multi-media
Teaching Procedures:
Step 1 Pre-reading
1. Teacher’s talk: Greeting and lead-in
How do you feel today?
Questions What about me? facial expressions
How do you know? gestures
postures
→ Body Language
2. Teacher: What do you know about body language?
a. a brief definition ( One form of communication without using any
words.)
b. show some different kinds of body language
students’ task: Look & Guess
What do the following body language mean?
a. facial expressions
b. gestures
step 2 While-reading
Task 1 fast-reading
Try to find out how many body language are mentioned in the text?
( eye contact, thumbs-up, making a circle with one’s thumb and index finger, ……)
Task 2 careful-reading
Teacher: Divide the text into three parts and get the main idea for each one.
Part 1. (para.1) We communicate with people not only by words but also by body language. (examples)
Part 2. (para.2-3) Body language varies form culture to culture.
Part 3 (para. 4-5) Some gestures seem to be universal.
Task 3 Dealing with the specific gestures by forms.
A.
B
C
D
shaking heads
No
Para.3 nodding (B/I/G)
nodding
Yes
shaking heads (B/I/G)
students’ game
Do it!
Answer the following questions only with the body language
a. Are you a girl?
b. Do you wear long hair?
c. Can you smoke?
d. Do you like our school?
Teacher: So we have known that different gestures may have different as well as the same meaning. Well, how about greeting people?
( kiss, handshake, hug, bow, nod, ……)
Task 4.
Teacher: However, some gestures are universal.
I am tired. (press palms/ rest one’s head on it/ eyes closed)
I am full. (move hand in circles)
I am hungry. (pat stomach)
smile
Teacher: Among the universal gestures, which one do you think will be the best example of universally understand body language?
Get through
Open doors
Tear down walls
Functions express any emotion
Apologies
Greet someone
Ask for help
Don’t feel down
……….
So we can say smile is a bridge to the world.
Post-reading
Teacher: What can you learn from this passage? (Proverb)
When in Rome, do as the Romans do!
Homework:
1. Finish a paper
2. Preview the following lesson.
附：
教学设计理念：
本次教学活动内容为Body Language， 根据英语课程新标准，对于整个教学设计是依据任务型阅读在阅读中的运用这个理念展开的。
（一） 激趣导入。 这次课题与生活比较接近，因此从学生日常生活中寻找话题，引导他们谈论与此有关的背景知识，激发他们的阅读欲望，并使他们对所要阅读的材料有一定的心理准备。
（二） 阅读理解全文。 设置一个任务，要求学生们找出在全文中涉及到了多少Body Language，使他们对文章的内容，结构和作者的写作意图有一个整体的印象。并培养他们抓重点的能力。细读过程中，以图表形式呈现，要求学生在阅读过程中结合图表，在通盘理解文章的基础上逐个突破，加深了对文章主题的理解。
（三） 读后操练。 在这个部分，设置几个情景或游戏，并提供多种选择，使学生根据自己的个性需求进行自由选择，一方面发展他们的兴趣，另一方面也不断训练他们的语言，交际能力。
教学反思：
通过这次有意义的优质课评比活动，确实发现了自己很多不足之处，急需改正和进一步学习。 将近一年左右的教学实践活动，教态仍显生涩，可能源于对教材分析不够透彻，准备不够充分和紧张因素等，因此没有很好把握整堂课的导入部分，过于制化，不够自然。本次教学讨论Body Language，教材内容相对比较简单，也富于趣味性，因此学生对于教材的把握和理解问题不大，由此在此基础上也适当增加了写背景知识，以次增加学生理解的深度和广度。教学过程中采用了较多的任务型阅读，结合图表，使文字更直观地呈现，便于学生理解和运用。在整体上，教学思路比较清晰，但在整体把握上不够紧凑，合理，以至剩下一个话题没有完成。因此以后在紧凑课堂教学，抓重点难点上要更进一步改正和加强。