上海新世纪版高一年级下学期Unit4BodyLanguagereading教案

Teaching Design Unit 4 Body Language - Eye Contact Class: Class 4, Senior 1 Content: New Century English S1B, Unit 4: Body Language - Reading: Eye Contact Type: Reading Duration: 40 minutes Text analysis：The text is about eye contact and body language, so there are many words and expressions about body language in the text. The structure is clear. It can be divided into two parts: the first part is a narrative which introduces the topic, and the second part illustrates the function of eye contact in public speaking, which is the main part of the text. It has a large amount of information and there are some colloquialism difficult to understand, so some methods should be used to help the students understand the text. Learner description：Intermediate. The students don’t have a high-level ability of using English, but they are usually active in class. Teaching objectives：At the end of the class, the students should be able to 1. grasp the new words and expressions such as lean forward, back off, yawn and doze according to the context or by acting and understand the meanings of some difficult sentences. 2. develop the reading skills of skimming and scanning and cultivate the ability to express ideas in English 3. arouse students’ awareness of using eye contact or other kinds of body language properly in communication in daily life. Teaching procedures Stages Teaching activities purposes time Step 1 Lead-in Play a video To draw Ss’ attention and introduce the topic 2 mins Step 2 Pre-reading Ask some questions according to the video and explain some new words or expressions: silent clues, reaction. To elicit the new vocabulary and prepare Ss for reading the text. 2 mins Step 3 While-reading Skimming: Ask Ss to skim the text and divide it into two parts by answering two questions. (see A2 on p40 of the textbook) To get Ss to figure out the structure of the text and get a general idea of the text. 3 mins Detailed reading Paragraphs A-B: 1. Ask Ss to read Paragraphs A-B and answer the questions. 2. Ask Ss to find out the actions and invite three students to act out the situation depicted in these two paragraphs before the whole class. To help Ss understand paragraphs A-B, including some important expressions and difficult sentences. To activate Ss’ participation and develop their cooperative consciousness. 6 mins Paragraphs C-F: 1. Ask Ss to read Paragraphs C-F and finish the upper part of the table in Task 1 on the worksheet. (pair work) 2. Ask Ss to answer the questions and get Ss to understand the meanings of “hasn’t gone down well” and “go down with the ship” To get Ss to know the meanings of some difficult expressions or sentences by context or other methods. To help Ss understand Paragraphs C-F. 5 mins 3. Ask Ss to finish the rest of Task 1 on the worksheet. 4. Get the students to understand the meaning of “drop”, “revise”, and“add” by doing the matching game. 5. Guide Ss to understand “the track is clear of obstacles; the signals are green ” 5 mins 6. Ask Ss to finish Task 2 in groups and share it with the class by using the given To help Ss better understand what is presented in Paragraphs C-F: “The 5 mins sentence patterns. silent signals of the audience serve as the guide for the speaker”. To raise Ss’ cooperative consciousness. Step 4 Post-reading 1. Ask Ss to finish task 3: a summary To consolidate the key words and expression and the understanding of the text. 3 mins 2. Group discussion: Ask Ss to discuss in groups of 3-4 and give suggestions for the given situations. Ask 2-3 groups to share their ideas. To get Ss to apply what they have learned from the text. To cultivate Ss’ ability to express their ideas in English. 8 mins Step 5 Conclusion & Assignment Conclude the class and assign homework: Choose one type of body language and list 3-4 examples about it to illustrate how it plays a role in communication. It will be shared next class. To consolidate what Ss have learned. 1 min Worksheet for Unit 4 Body Language - Eye Contact Task 1 Read Paragraphs C-F and complete the table (pair work) positive negative subjects arouse the audience’s attention cause the audience’s inattention silent signals/clues from the audience much movement: ___________________ __________________________________ _______________________ _______________________ _______________________ tell what the audience want to hear and what they don’t want to hear The speaker should... _____________________ bring some changes to the __________________________ of the talk or change the ____________ immediately know what to _______, what to ________ and what to _________ Task 2 Give tips or suggestions on how to make changes in public speaking. (group work) Reaction from the audience yawning, programme studying, chatting in very low voices, dozing... Aspects of the speech Before changing After changing content humour style attitude of the speaker Task 3 Complete the summary Eye-contact is not only important in one-to-one communication, but also essential in public speaking. For example, when the writer was trying to help an old man ______ _______ his car, he detected through eye contact that the offer was not welcome. The proud old man did not want to be t________ differently because of his age. In p________ s_____________, moreover, a large amount of communication is achieved with b_________ ____________ . A good speaker should not only have a good grasp of his topic, he should also be able to read the s________ __________ conveyed from the audience. Much movement in the audience indicates that the subject has a__________ their ___________ . On such an occasion, the audience will generally l___________ ___________ or e__________ quick looks with their neighbors. Other positive clues include smiles, w__________ a___________, or slightly s______________ in their seats. However, things do not always move on smoothly. A successful speaker should be the first to know if his story has g__________ d_________ ___________ or not. Yawning, dozing, or chatting ______ __________ ___________ are obvious displays of inattention and impatience. Seeing these clues, the speaker should immediately bring some __________ to the _________, humour and ____________ of his talk. This will help him clear the ____________ off the track and move on with his talk. Task 4 Group discussion: situations Situation 1 In class, when you are interested in what I’m teaching, you will _________________________________________________ Suggestions for the teacher: Situation 2 In class, when you lose your patience and interest in what I’m teaching, you will ________________________________________________ Suggestions for the teacher: Situation 3 In class, when you are tired of my teaching but you pretend to be interested, you will ___________________________________________________ Suggestions for the teacher: