人教版必修4 Unit 4 P1Part 1 Teaching Design教案

Unit 4 Body Language
Part 1 Teaching Design
第一部分教学设计
Period 1 A sample lesson plan for reading
(COMMUNICATION: NO PROBLEM?) Introduction
In this period, after the warming up, students will first be guided to talk and share. Then comes listening and reading aloud，reading and underlining，reading to identify the topic sentence of each
paragraph，reading to decide on the type of writing and summary of the text，reading to make a diagram of the text and reading and understanding difficult sentences. The period ends in students checking cues.
Objectives
To help students understand the text’s forms and cont ents and learn about body language
To help students communicate on the topic in focus with the words, expressions and structures learned in this unit
Focus
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedures
1. Warming up
Warming up by acting
Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behavior on the left side.
Examples of Body Language
Warming up by defining—What is body language?
2. Pre-reading by looking and saying
Look at the man in the picture below. What does he say to you by his body
language?
Basically, how the ...... do I know? Or, I don’t know nothing! The
shoulders are hunched and the hands are open signifying a big question
mark.
3. Talking and sharing
*Body language is the quiet, secret and most powerful language of all!
*According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.
*Our bodies send out messages constantly and often we don’t recognize that we’re
communicating a lot more than we realize.
*Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth
4. Listening and reading aloud
Reading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now please listen and then read aloud to the recording of the text COMMUNICATION: NO PROBLEM? Pay attention to the pronunciation of each word and the pauses within each sentence.
5. Reading and underlining
A really useful way to help us with our listening is to become aware of 'thought groups' .
When we speak, we need to divide speech up into small 'chunks' to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.
Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.
6. Reading to identify the topic sentence of each paragraph
Next you are to skim the text to identify the topic sentence of each paragraph.
7. Reading and transferring information
Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meets someone at the airport for the first time?
For reference
8. Going over the text for the type of writing and summary of the text
Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)
9. Reading the text again to make a diagram of COMMUNICAATION: NO PROBLEM?
10. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to the teacher. 11. Closing down by checking basic non-verbal cues
To end the class, turn around in class and check some of the basic non-verbal cues in your students and you’ll recognize that you already speak and translate much of the language.
“I’m surprised!” “I’m shocked!” “I’m sad!”。