Part I. Analysis of the teaching material
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
5) Teaching aims
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
Part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
PartIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
[設(shè)計說明] 讓學(xué)生在課前欣賞兩段表演，在活躍氣氛，激發(fā)學(xué)生對身勢語的興趣的同時，通過回答演員們?nèi)绾伪憩F(xiàn)自己這一問題引出本課話題------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[設(shè)計說明] 展現(xiàn)幾幅身勢語圖片以激發(fā)學(xué)生的學(xué)習(xí)興趣和參與的熱情，創(chuàng)造輕松的課堂氛圍，后用一幅圖片調(diào)動學(xué)生的求知欲------同一身勢語在不同文化背景下可能會有不同的含義。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different countries?
S: No.
T: What is the best example of universally understood body language?
S: The smile
[設(shè)計說明] 在學(xué)生預(yù)習(xí)的基礎(chǔ)上，用聽力的形式喚起學(xué)生對課文內(nèi)容的回憶，并訓(xùn)練學(xué)生通過聽獲取主要信息的能力，從整體上把握好文章的內(nèi)容。
(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[設(shè)計說明] 閱讀課要提高學(xué)生提煉文章主旨大意的能力，通過歸納總結(jié)一方面從整體上把握文章。另一方面也可提高閱讀技能。
(3)Read the passage carefully and try to find out the answers to the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.
T: Try to complete the table
S:
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria Rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries Crazy
Brazil You have a phone call.
T: Some gestures seemed to be universal. What are they? How to communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body language?
S: ......
[設(shè)計說明] 引導(dǎo)學(xué)生分析課文，抓住關(guān)鍵詞，概括文章的細(xì)節(jié)，通過填寫表格培養(yǎng)學(xué)生的理解能力和概括能力，培養(yǎng)和提高閱讀能力和技巧。
Step 4 Post-reading
Try to make a comparison between the body language in china and that in the US
Comparison
Meaning Gestures in the USA Gestures in China
No, don’t do that.
Moving the index finger from side to side. Moving the head or hand from side to side
I don’t know Shrugging one’s shoulders Shaking the head
Well done Thumbs up. Thumbs up.
Incredible. I can’t believe it.
Rolling one’s eyes.
open one’s eyes and mouth wide
Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together
Crazy
Moving the index finger in a circle in front of the ear. No such a gesture
Good luck
Cross the fingers on both hands No such a gesture
Come here
Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.
[設(shè)計說明] 本部分通過表格形式培養(yǎng)學(xué)生分析比較研究能力，從而更好的掌握不同文化背景下身勢語的異同，達(dá)到本節(jié)課的教學(xué)目的，同時也提高學(xué)生的跨文化交流意識。
Step 5 Discussion/Assessment
Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?
[設(shè)計說明] 培養(yǎng)學(xué)生運用所學(xué)知識，圍繞中心話題進(jìn)行思考和討論的能力，提高學(xué)生英語口頭表達(dá)的技能;準(zhǔn)備好四張卡片，讓四位學(xué)生上臺用身勢語將卡片上內(nèi)容表現(xiàn)出來。讓其他學(xué)生作出選擇，并解釋選擇的原因。通過這種方式一方面可以讓學(xué)生學(xué)會用身勢語表達(dá)自己。另一方面鍛煉了口語。
Step 6 Dumb show
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
[設(shè)計說明] 學(xué)生以小組形式開展活動，討論真實語境下的身勢語的表達(dá)，通過這一話題，一方面激活了學(xué)生的思維，活躍了課堂氣氛，另一方面也讓學(xué)生學(xué)會了觀察生活，從而學(xué)會生活;同時在表演結(jié)束后再讓其他學(xué)生用英語描述表演者所表現(xiàn)的情景，培養(yǎng)觀察身勢語的能力，并在想象，猜測的過程中形成內(nèi)心語言，終用語言復(fù)述自己的思想。
Step 7 德育滲透
Do in Rome as Rome does [as the Romans do].
[諺]入國問禁, 入鄉(xiāng)隨俗。
Manners make the man.
禮貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
禮貌周到是使同我們談話的那些人感到自在的藝術(shù)。
——(英作家)斯威夫特
Step 7 Homework
1. Read the passage and try to recite it.
2. Finish Word study on Page 60.
3. Try to know more about body language.
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
5) Teaching aims
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
Part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
PartIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
[設(shè)計說明] 讓學(xué)生在課前欣賞兩段表演，在活躍氣氛，激發(fā)學(xué)生對身勢語的興趣的同時，通過回答演員們?nèi)绾伪憩F(xiàn)自己這一問題引出本課話題------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[設(shè)計說明] 展現(xiàn)幾幅身勢語圖片以激發(fā)學(xué)生的學(xué)習(xí)興趣和參與的熱情，創(chuàng)造輕松的課堂氛圍，后用一幅圖片調(diào)動學(xué)生的求知欲------同一身勢語在不同文化背景下可能會有不同的含義。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different countries?
S: No.
T: What is the best example of universally understood body language?
S: The smile
[設(shè)計說明] 在學(xué)生預(yù)習(xí)的基礎(chǔ)上，用聽力的形式喚起學(xué)生對課文內(nèi)容的回憶，并訓(xùn)練學(xué)生通過聽獲取主要信息的能力，從整體上把握好文章的內(nèi)容。
(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[設(shè)計說明] 閱讀課要提高學(xué)生提煉文章主旨大意的能力，通過歸納總結(jié)一方面從整體上把握文章。另一方面也可提高閱讀技能。
(3)Read the passage carefully and try to find out the answers to the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.
T: Try to complete the table
S:
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria Rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries Crazy
Brazil You have a phone call.
T: Some gestures seemed to be universal. What are they? How to communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body language?
S: ......
[設(shè)計說明] 引導(dǎo)學(xué)生分析課文，抓住關(guān)鍵詞，概括文章的細(xì)節(jié)，通過填寫表格培養(yǎng)學(xué)生的理解能力和概括能力，培養(yǎng)和提高閱讀能力和技巧。
Step 4 Post-reading
Try to make a comparison between the body language in china and that in the US
Comparison
Meaning Gestures in the USA Gestures in China
No, don’t do that.
Moving the index finger from side to side. Moving the head or hand from side to side
I don’t know Shrugging one’s shoulders Shaking the head
Well done Thumbs up. Thumbs up.
Incredible. I can’t believe it.
Rolling one’s eyes.
open one’s eyes and mouth wide
Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together
Crazy
Moving the index finger in a circle in front of the ear. No such a gesture
Good luck
Cross the fingers on both hands No such a gesture
Come here
Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.
[設(shè)計說明] 本部分通過表格形式培養(yǎng)學(xué)生分析比較研究能力，從而更好的掌握不同文化背景下身勢語的異同，達(dá)到本節(jié)課的教學(xué)目的，同時也提高學(xué)生的跨文化交流意識。
Step 5 Discussion/Assessment
Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?
[設(shè)計說明] 培養(yǎng)學(xué)生運用所學(xué)知識，圍繞中心話題進(jìn)行思考和討論的能力，提高學(xué)生英語口頭表達(dá)的技能;準(zhǔn)備好四張卡片，讓四位學(xué)生上臺用身勢語將卡片上內(nèi)容表現(xiàn)出來。讓其他學(xué)生作出選擇，并解釋選擇的原因。通過這種方式一方面可以讓學(xué)生學(xué)會用身勢語表達(dá)自己。另一方面鍛煉了口語。
Step 6 Dumb show
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
[設(shè)計說明] 學(xué)生以小組形式開展活動，討論真實語境下的身勢語的表達(dá)，通過這一話題，一方面激活了學(xué)生的思維，活躍了課堂氣氛，另一方面也讓學(xué)生學(xué)會了觀察生活，從而學(xué)會生活;同時在表演結(jié)束后再讓其他學(xué)生用英語描述表演者所表現(xiàn)的情景，培養(yǎng)觀察身勢語的能力，并在想象，猜測的過程中形成內(nèi)心語言，終用語言復(fù)述自己的思想。
Step 7 德育滲透
Do in Rome as Rome does [as the Romans do].
[諺]入國問禁, 入鄉(xiāng)隨俗。
Manners make the man.
禮貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
禮貌周到是使同我們談話的那些人感到自在的藝術(shù)。
——(英作家)斯威夫特
Step 7 Homework
1. Read the passage and try to recite it.
2. Finish Word study on Page 60.
3. Try to know more about body language.