1)Realize the importance of body language.
2) Improvetheir reading abilities by using different kinds of reading strategies andfinishing the given tasks.
C.In this part, state the theoretical basis for each of the main tasks or activities in your lesson:（此部分为教学方法）
Luo (2002) sቤተ መጻሕፍቲ ባይዱidthat choosinga good and suitable teaching methodis vital to classroom teaching.As the type of the class is reading, Task-Based Language Teaching(TBLT) method isregarded asthe main teachingmethodin this class.
3) Usethefollowingreadingstrategies:prediction,skimming,scanningfor specificinformation,carefulreading for details, etc.
By the end of the class, the students should be able to:
3) Understandthe text fully by using the reading skills.
4) Cooperatewith others with more confidence
1) To enhance the teacher’s ability of classroom management, activity designing and elaborating vocabulary, grammar and reading skills, etc.
1．Instructional objectives
By the end of the class, the students should be able to
1) Grasp the new words and phrases:
represent, association, canteen, dormitory, flight, curious, approach, major,be likely to, in
2) To get close to students’ thinking,and make the teacher-student relationship moreharmonious.
B.In this part,illustratethe tasks oractivitiesyou have designed for the achievement of the objectives.（此部分为教学策略）
In this part, the teacher guides the students to use different reading strategies to capture the major information of the passage and understand the writing purpose of the writer. This part includessixtasks: Skimming, Scanning, Detail reading, Role play, Group work, and Evaluation.
work）
Thepurpose of these two taskscan not onlyhelpstudentsknow the main idea of the text, but alsooffer the students a chance to cooperate with their classmates but also improve the students’ability to give a conclusion of the knowledge.
A.In this part, specify the lesson and lesson type you havechosenand the objectives of the lesson.（此部分为教材分析、教学目标分析）
ThereadingtextI choose istakenfrom Unit4of Student’s Book4.The main topic of this unit is“body language”. The reading part plays an important role in this unit.And itmainly introduces people from different culturalbackground causedcultural conflict due to the cultural differences of body language.Considering the requirements and the teaching material,the teacherdesignstheteaching objectives as follows:
What do French people often do when they meet people they know?
Why should we be careful about our ownbodylanguage?
Why is it important to watch others as well as listen to them?
In thethree stages oflesson teaching,Ipresent many tasksto students to finish.
1.In the stage of pre-reading:
In this part, students aremade tofully preparefor the readingpart. The pre-reading stage includes three steps:Talking,SharingandPrediction.
According toEllis (2000),TBLT, whichis akind oflanguage teaching method,rose in the 1980s.This language teachingmethods is to set up a task. The task of language learninginvolvescommunication activities. As for teachers, they should design some operable and task-oriented teaching activities forstudentstofinish. Andstudentscanachievethepurposesof thelanguagelearning and grasp the language. The aims are to develop students’ability to use English. However, what is a task?And is the task same as a general task?Crookes (1986) saidthata task is an activityorpiece of work. It’susually with a specifiedgoal, undertaken as part of an educational course, at work, or used to elicit data for research.However, a general task is different from the taskgivenin the TBLT. The definition of a general task isan activity or piece of work which you have to do, usually as part of a larger project.So I designed severaldifferentkinds of tasks tofulfillthe needs of students with different English level.
In this class, the studentsare required tofinishquiteseveraldifferentkinds oftasks.Forexample, inwarming uppart, aguessinggame is designed todraw students’interest in learning, to let them learn this lesson in a relaxing wayandtolead them into the topic of this class. In while-reading part, more tasks areapplied: skimming task, scanning task, whichare used totrainstudents’ reading skills.As for role play task, it can create a good language environment andatmospherefor the students, besides, it can also reach the final aim that the purpose oflearninga language is to communicate; the students can put what they have learned into practice when they are doing discussions; the students’ability in thinking in English wayandexpressing in Englishwill be trained in this activity.In post-reading part, summary task and discussion task are used tocheck whatthey have learnedfrom the passageand develop theiroralEnglish.