Unit 4 Body Language-Reading Communication: No Problem? Teacher: Cai Qiulian Course: English
Textbook: Senior English for China （Book 4）, by Liu Daoyi Time Allotment: 1 period （40 minutes）
Date: March 20, 2014 Teaching aids: blackboard, Multi-media, Power Point, chalk
I. Text Analysis （教材分析）
This unit is about body language, and the text selected in the reading part demonstratesthe difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students in learning this text. Reading skills and speaking training are designed around the text.
II. Teaching Objectives （教学目标）
By the end of the lesson, students will be able to:
1. Language Skill Objective （语言技能目标）: develop reading ability （skimming and scanning）as well as speaking ability.
2. Cultural Knowledge Objective （文化知识目标）: know about the cultural differences of using body language.
3. Affective Objective （情感目标）: increase students ' awareness of using body language correctly in different cultures.
III. Teaching Focuses and Difficulties （教学重点和难点）
1. Teachi ng Focuses （教学重点）：the differe nee and similarity of
body language in many parts of the world.
2. Teaching Difficulties （教学难点）： develop students ' reading
abilities of skimming and scanning and ask the students to show
their opinions with fluent English.
IV. Teaching Procedures （教学步骤）
It involves five parts：
Stepl. Lead-in （导入）
Step2. Pre-readi ng （读前活动）
Step3. While- reading （阅读）
Step4. Post-readi ng （读后活动）
Step5. Homework assig nment（家庭作业）
The first period
Step 1. Lead-in （引入）8'
1. Show them some pictures （facial expressi onsand gesture expressi ons） of body Ian guage the n guess what do they mean.给他们展示不同的国家习俗不同表情和动作的图片，以此来激发
学生兴趣，引入肢体语言这个文章主题。
2. Prese ntati on
Play the Fin ger-po in ti ng game: a stude nt act out the words showed on the PPT, the n other group members guess what do they mea n.
课堂设计了指手画脚这个游戏，让大家踊跃参与，活跃课堂气氛。
Step2. Pre-reading （读前活动）5'
Discuss the questi ons:
1. What do you think is the purpose of Ian guage?
2. How would you com muni cate with some one if you cannot speak? Give an example.
3. How many ways can you thi nk of to greet some one if you CANNOT speak?
在阅读前让学生讨论三个问题：语言的作用、如果你不能说话怎么跟别人交流，有几种方法？通过讨论对肢体语言的寓意有深入的了解。
Step3. While-readi ng （阅读）
1. Fast reading 8 （快速阅读）
Read the passage quickly the n fill in the chart on page27 the n discuss the an swers with your part ners.
第三部分为阅读，分为快速阅读和精细阅读。
快速阅读后完成后练
习的表格。
快速阅读为了培养学生快速阅读技巧，让学生以最快的速度理解文章抓住中心主题。
2. Careful reading （精细阅读）10'
Read the text carefully then finish the exercises on the paper. 第二步我设计了 5 个细节问题，让学生带着问题阅读，让同学得掌握跳读等阅读技巧，培养他们的阅读能力。
Step4. Post-reading （读后活动）7'
1. Discussion.
Ask students discuss the following question:
What are the similarities and differences of body language between China and other countries?
2. Summary
After learning the text, I hope the students can have a good understanding of the importance of gestures in communication. Then introduce some right ways to communicate with people in other countries.
在读后的环节里我让学生通过讨论中国人常用的肢体语所表达的寓意和其他国家的不同，以此检测他们对已学文章的掌握程度并加深肢体语言的理解，在最后给他们与外国友人正确交流的方式，加强实际应用能力。
Step5. Homework （作业布置）2'
1. Recite the new words in the text.
2. Go over “ Learning about language ” 1. 2.8A-2n9d. 3 on P2
Blackboard design板书设计）一．Lead-in:
①show some pictures
②play a game
二．Pre-reading
Discuss 3 questions.
三．While reading:
①fast-readi ng:fi nish the chart
② careful-readi ng:do some readi ng exercises 四．Post-reading
Discussion.
五．Homework
①review new words
②fin ish the exercises on 1.2.3 on P28-29。