1、Unit 4 Body LanguageGood morning, ladies and gentleman. Its a great honor to be here to share my ideas with you. My topic today is Body Language. It is the first class about reading passage “Communication: No problem?” of Unit 4, Module 4. My talk consists of 3 parts. Part A, my understanding of the
2、 text. Part B, teaching and learning strategies. Part C, teaching procedure.A. About the Text1. Analysis of the ContentsThe topic of this Unit is “Body Language”. The passage titled Communication: No problem?, mainly introduces one incident when author received international students and observing t
3、he 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 authors eyes. By learning this passage, not only do students broaden their horizon on intercultural
4、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 wit
5、h friends even consult foreigners. On the other hand, students will benefit from constructing their attitudes within a respectful and tolerant worldview after study.Teaching GoalsKnowledge Aims: a. Understand culture differences and show ones respect when communicating with others.b. To use appropri
6、ate 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
7、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.2. Important Points & Difficult PointsImportant Points: a. Get to kno
8、w 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 ones emotion and feeling objectively towards different c
9、ultures.B. About the Teaching Strategies and Learning StrategiesAccording to the analysis and requirement above, Ill 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.Teach
10、ing Strategies：a. Cooperating Methodb. Role Playc. 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 Strategies：a. To comprehend meanings of expressions in different
11、 aspects. For instance, 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
12、ones knowledge through various resources such as internet, library.Teaching Aids：Multimedia，BlackboardAnd I will mainly use multimedia during the whole teaching procedure, and blackboard will only be used for explaining some difficult words or expressions.C. Teaching ProceduresI designed seven steps
13、 to deal with this reading passage.Step 1: Lead inStep 2: Warming UpStep 3: Pre-readingStep 4: Detailed Reading (A) & Role-playStep 5: Detailed Reading (B)Step 6: SummaryStep 7: HomeworkStep 1: Lead inActivity：Play a clip of video or movie which concludes a series of facial and body language of the
14、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 its very easy to lead in to the passage.Step 2: Warming Upa. To ask students act the phrases out in Ta
15、sk2 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 ot
16、hers, they will learn to share and listen.Step 3: Pre-readinga. 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 passag
17、e. 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 its also good for the consolidation of knowledge. c. Predict the topic with the help of title and picture of the
18、 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-playa. Read paragraphs 2 and 3 carefully, and complete Task1 of “Comprehending”.Paragraphs 2 and 3 mainly describe the
19、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 t
20、he 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. Coop
21、erative and role-play method are used again here.Step 5: Detailed Reading (B)a. Read paragraphs 4 and 5, sum up the main ideas and try to find out authors 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 de
22、tailed reading. Students will calm themselves after the interesting role-play and allocate their attention on the final 2 paragraphs. With generalization and understanding of authors attitude, studentscognition of other cultures will be widened at the same time. And questions 5 and 6 of Task2 in “co
23、mprehending” are the consolidation of studentscognition of the authors statement.Step 6: SummarySum 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: HomeworkWith help of Internet, librar
24、y, 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 mention
25、ed 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.Thats all, thank you very much and any questions are welcome.
