Learning about Language教学目标设计

Unit4

Body language Knowledge aims and ability aims 1.At the end of the class, the students can analysis the structure of this passage. 2.Help the students understand different body movements have different meanings 3.Help the students understand others when body language is being used. 4. Train the students reading abilities-----skimming and scanning. Emotional aims Enable the students to realize the importance of body language. Teaching important points and difficult points 1.Students can analysis the structure of this passage. 2.Students master two reading skills-----skimming and scanning. Teaching method:imitate

pair work

and discuss Teaching aids: Multimedia Teaching procedures

Step 1

Warming up part and P re-reading 1.What is the purpose of language? 2.Can you think out other ways of communication? Step 2

Review and lead in 1.Go over some knowledge in the last unit to describe nonverbal humor 2.What is body language? Aye they similar or different in different countries by some old knowledge in Junior school? Step3

1.Predicting for possible information

Look at the title and predict what the passage is mainly about. 2.Skimming for structures and main ideas 1)What is the main idea of the text? A.There are different customs in different countries. B.Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.

2).Who are the people mentioned in the passage?Where are they from? Name Country another student and I

Tony Garcia

Julia Smith Akira

Nagata

George Cook

Ahmed Aziz

Darlene Coulon

3).How many parts are the passage divided into and match the main idea.? Part 1. (

)

A. Examples of cultural “body language”. Part 2. (

)

B. Different people have different body languages. Part 3. (

)

C. Summary of body language Part 4. (

)

D. The author was sent to Capital International Airport to meet this year’s international students. Step4.Scanning for details

Task 1:(Para1) When___________________Who:

____________________ Where:_________________What to do:

_______________________ Task2:(Para2)

Find out the two mistakes the writer found in the airport:

Mr. Garcia

He approaches Ms Smith by ______ _______ _________ and _______ her on the ________. Julia Smith

She ______ ______ appearing _____and take a few steps _______ ______ Mr. Garcia. The first mistake

a Japanese

He ________ to Mr. Cook and his nose

Mr. Cook’s _______ ________. The second mistake

George Cook

He ________ ________ _______ ________ to the Japanese. Task3:(Para3)

1.How do people from Jordan greet others ? 2.Is the author male or female? How do you know? 3. How did Tony and Darlene greet each other?

Task4:(Para4)

Fill in the table according to Para4: English people Do not stand _________to others or touch ________ when they meet.

People from Spain, Italy and South ________others closely and are more American countries likely to__________ Japanese

_________ Most people around the world ________

_________ Task5:(Para5)

discussing:

How can we understand “These

actions are not good or bad”?(

) A.All roads lead to Rome. B.When in Rome, do as the Romans do. Step5.Post-Reading

role play Situation1: Tony Garcia (Columbia, South America) meet Julia Smith (Britain, Europe) Situation2: George Cook (Canada, North America) meet Akira Nagata (East Asia) Situation3: Chinese (East Asia) meet Ahmed Aziz (Jordan, West Asia) Situation4: Darlene Coulon (France, West Europe) meet Tony Garcia (Columbia South America ) Step6.Summary Yesterday,another student and I,1

(represent) our university's student

association, went to the Capital International Airport to meet this year's international students. The first person2

(arrive) was Tony Garcia from Colombia,closely 3

(follow) by Julia Smith from Britain. When they were introduced to each other,Tony 4

(approach) Julia, touched her shoulder and kissed her 5

the cheek. She stepped back 6

( appear) surprised and put up her hands,as if in 7

( defend). There was a 8

( misunderstand). As I get to know more international fiends,I learn more about this9

(culture)“body languages". They a1so express their feeling using10

(speak)“language”through physical distance,actions or posture. Step7.

Homework Review the passage and list the words and expressions you have difficulty with. Curious

(n.)

defend

(n.)

association

(v.)

“来临，靠近”的多种表达法：---------

-----------

---------

----------

---------- “总结”的表达：

总之，一句话，概括地说------- -------- -------总的来说，大体上

-------

-------

------- Blackboard design: Unit4 Body language

-- Communication:No problem? 1.backboard

2.two mistakes 3.Cultural “body language”

4.Summary Reflection: I think there are many light points in my class: 1.Revision and lead-in not only check what they learned in last class but also attract most students’ attention so that they want to learn more

2.Set up relaxing atmosphere,and students can grasp the knowledge

easily and happily. 3.Skimming and skinning make them deepen their comprehending. 4.Role play check how well they grasp the text. Shortcomings: 1.there are still many mistakes in their pronunciations 2.Some students still keep silence

Later .I need to pay attention to the problems that some students

have,and design my lessons according to their different levels.

Unit4

Body language (Warming-up, pre-reading and reading)

南郊实验中学

刘爱芳

2018.5.31