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：
教學(xué)設計理念：
本次教學(xué)活動(dòng)內容為Body Language， 根據英語(yǔ)課程新標準，對于整個(gè)教學(xué)設計是依據任務(wù)型閱讀在閱讀中的運用這個(gè)理念展開(kāi)的。
（一） 激趣導入。 這次課題與生活比較接近，因此從學(xué)生日常生活中尋找話(huà)題，引導他們談?wù)撆c此有關(guān)的背景知識，激發(fā)他們的閱讀欲望，并使他們對所要閱讀的材料有一定的心理準備。
（二） 閱讀理解全文。 設置一個(gè)任務(wù)，要求學(xué)生們找出在全文中涉及到了多少Body Language，使他們對文章的內容，結構和作者的寫(xiě)作意圖有一個(gè)整體的印象。并培養他們抓重點(diǎn)的能力。細讀過(guò)程中，以圖表形式呈現，要求學(xué)生在閱讀過(guò)程中結合圖表，在通盤(pán)理解文章的基礎上逐個(gè)突破，加深了對文章主題的理解。
（三） 讀后操練。 在這個(gè)部分，設置幾個(gè)情景或游戲，并提供多種選擇，使學(xué)生根據自己的個(gè)性需求進(jìn)行自由選擇，一方面發(fā)展他們的興趣，另一方面也不斷訓練他們的語(yǔ)言，交際能力。
教學(xué)反思：
通過(guò)這次有意義的優(yōu)質(zhì)課評比活動(dòng)，確實(shí)發(fā)現了自己很多不足之處，急需改正和進(jìn)一步學(xué)習。 將近一年左右的教學(xué)實(shí)踐活動(dòng)，教態(tài)仍顯生澀，可能源于對教材分析不夠透徹，準備不夠充分和緊張因素等，因此沒(méi)有很好把握整堂課的導入部分，過(guò)于制化，不夠自然。本次教學(xué)討論Body Language，教材內容相對比較簡(jiǎn)單，也富于趣味性，因此學(xué)生對于教材的把握和理解問(wèn)題不大，由此在此基礎上也適當增加了寫(xiě)背景知識，以次增加學(xué)生理解的深度和廣度。教學(xué)過(guò)程中采用了較多的任務(wù)型閱讀，結合圖表，使文字更直觀(guān)地呈現，便于學(xué)生理解和運用。在整體上，教學(xué)思路比較清晰，但在整體把握上不夠緊湊，合理，以至剩下一個(gè)話(huà)題沒(méi)有完成。因此以后在緊湊課堂教學(xué)，抓重點(diǎn)難點(diǎn)上要更進(jìn)一步改正和加強。