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教师资格证全英文说课教案Module 3 Book4


Teaching plan for Module 3 Book4 ------------Zhao Min Analysis of the teaching material:
Body Language and Nonverbal Communication is Module 3 in Senior English 4, which was published by Foreign Language Teaching and Research Press. As a piece of knowledge belonging to culture, it introduces some ways of greeting in different parts of the world, from which we can experience various customs and learn that When in Rome, do as Romans do. In this ppt, I just show something about the second period titled with Reading and Vocabulary.

Analysis of the students:
The students are about seventeen, one period when they are full of energy and have a strong desire to learn about the diverse world. Arousing their curiosity is easy while connecting their life and the knowledge is a little harder. So, to find a bridge between the two is what I need to do.

Teaching aims:
1. Help the students understand the whole text and get as much information as possible. 2. Help the students learn about different cultures. 3. Make it clear to the students that respecting each others’ custom is necessary when communicating with foreigners.

Important points: .
1. Understand the different customs

2. Learn the different body language 3. Improve the non-verbal communication ability Difficult points:
How to summarize the body language in our daily life

Teaching aid:
blackboard, chalk, multimedia

Teaching procedure: Step one: pre-reading
At the beginning, I set a piece of video taken from an animation named Shaun the Sheep, which is a cartoon without words. This part lasts about 40 seconds. After watching, I will ask the students to show out the story coming up in their mind. (The video is set to arouse the students’ interest in the topic. Of course, they will make similar descriptions about the video for even though there are no words, we can get the information clearly for the characters’ body language.)

Step two: reading
1. ask the students to describe the pictures in before the text (The picture are common gestures which almost all the students can make out the meanings easily. This activity is to improve their speaking ability.) 2. ask the students listen to the record while reading the material in the book with the questions in mind Questions Which of the followings is the best title? How many parts can you divide the passage into and what about the general ideas?
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(Reading with questions is of great importance and the questions given by the book are an outstanding help for my teaching.) 3. analyze the text (With the information from the text we can point out what the picture in the ppt refers to. This part is designed to improve the students’ analyzing ability. )

Step three: post-reading
1. True or False (T)Not all body language is conscious. (F)Europeans shake hands with their left hand. (F)In Asia, people touch strangers when they meet. (T)In the US, a “high five” is a way of saying hello. (F)A “high five” is a formal gesture. (F)Body language is less communicative than spoken or written language. 2. Fill in the blanks Body language is one form of_______ communication, which varies from one country to another. For example, in China holding up the small finger means “____”, but in another country, to show the badness, people may use other_______, holding thumbs downwards etc. Interestingly, when we wave goodbye to someone who is going ____ from you, he may come nearer to you because the gesture means “Come here!” in his country. (Through the two exercises, the students can consolidate what they have learned from the text.)

Step four: activities
1. moral lesson Respecting those with different customs and try to be a mind reader is important. 2. situational speech making ask the students to give some advice to those who visit China for the first time to help them avoid misunderstandings (Body language may vary from one culture to another, so I have students discuss how to give some advice to the foreign visitors who come to China for the first time and what to give.) 3. enjoy the familiar pictures we often use on online chatting ask the students to make out the real emotions conveyed by the lovely images and then draw a conclusion: body language: eye contact, facial expression, gesture, body action (My aim is trying to connect the book with students’ daily life, which is also the requirement of the new class pattern. I think kids will keep in high spirits after seeing and discussing them.) 4. game Imitation and Guess (This part is aimed to find out whether they are concerned with the people around them. Through this game, I am sure they will love and cherish their school life much more than before.) 5. Moral lesson 2: Humorous and kind body language makes people relaxed and delighted. A smile is more than just a smile! So please try to be polite and humorous. (From the imitation, we can find some body language is relaxing while some makes people upset. So, we learn a lesson from the activity, that is, we should be polite even when we are talking with
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body language.) Step five: vocabulary learning Ask the students to explain the words below with your body language and simple English according to their understanding after reading the text non-verbal, aggressive, greet, be unconscious of, informal, gesture, weapon (Vocabulary is the other goal of this lesson. Next is an exercise about the words and expressions of this period. In order to encourage them to use spoken English, I ask them to explain the words and phrases with their simple English. Through this activity, we can relate what they have learned to what they will learn. That is to say, we connect the past to the future at the point of the present.)

step six: homework
ask the students to add words to the silent part of animation film (Here I prepare another part of the cartoon, for the students to show their language ability, imagination as well as their talent.)

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