1、Listening to How Bodies Talk(Selective Compulsory Book 1 Unit 4 Period 1Reading and Thinking)1. Teaching PhilosophyThe New English Curriculum Standards for Senior High School advocates the view of Englishlearning activities. English learning activity is the basic form of English learning. It is the
2、principalpathway for the learners to learn and try to understand and express meanings by applying thelanguage, develop diversified thinking and cultivate their cultural awareness. The design of Englishlearning activity should be intended to promote the development of students subject corecompetencie
3、s. Besides, its supposed to be centred on the thematic language environment andbased on discourses in verbal and written modals to guide the students to get a deepercomprehension of the thematic meanings. Teachers are supposed to help the students to acquire thelanguage knowledge, apply the linguist
4、ic skills, interpret the cultural connotation, compare thedifferences of different cultures, evaluate the textual meanings and form the right values andpositive emotional attitudes through various interesting activities.2. Analysis of Teaching MaterialWith the process of globalization, students will
5、 meet with cultural differences inevitably indaily communication, such as body language. To avoid cultural misunderstanding, students willlearn to appreciate, understand, respect and tolerate the discrepancies with an open mind. And it isjust this selected article Listening to How Bodies Talk that i
6、s to help students understand the culturesimilarities and differences behind body language, and its crucial role in communication.Therefore,this article is of great importance in directing students to establish a sense of cross-culturalcommunication.The topic of this unit is Body Language, which bel
7、ongs to the Man and Society context.Body language in different countries, cultures and contexts will be introduced to students.Thereading material of this part entitled Listening to How Bodies Talk is a typical expository writing.This article uses “general-specific” structure and offers a lot of exa
8、mples to help readers betterunderstand the deep meaning of the theme. The first paragraph introduces the topic while paragraph2-4 provide different examples of how body language differs from culture to culture. Paragraph 5,by contrast, talks about some gestures having the same meaning in many places
9、. The last paragraph,paragraph 6, explains some body language has many different uses. Every paragraph has a topicsentence, which makes it easy for students to get the main idea. Learning this passage, students canbroaden their international vision and enhance their ability of cross-cultural communi
10、cation.3. Teaching ProcedureTeachingobjectivesAt the end of this class, students are expected to :1. describe body language and explain its meaning (language competence)2. analyze the main idea of the passage through topic sentences or key words(learning ability)3. develop the sense of cross-cultura
11、l communication (cultural awareness)4. practice critical thinking through clarifying the similarities and differences ofbody language in different cultures (thinking quality)Importantand difficultteachingpoints1. help Ss observe and apply the description of body language and itsimplication2. help Ss
12、 cultivate the consciousness of cross-cultural communicationTeaching aidsinteractive electronic whiteboard, blackboardTeaching &learningmethodsSituational teaching method;Autonomous learning and cooperative learningProceduresTeachers activitiesStudentsactivitiesIntentionLead-in(5)Show the pictures o
13、fOpening Page and askstudents to interpret thebodylanguageandfeelingsPlay as detectives tofind clues from thefacial expressions andgestures of people inthe photos and figureoutthatbodylanguage can conveyones feelings.Activatewhatstudentsalready know about the topic;arouse their interests aboutbodyla
14、nguage,formanaturaltransitiontothereading material.Read for themain idea andstructure(5)1.Offerstudentsreadingskills(findtopic sentences or keywords)2.Encourage students toskim the text and findout the main idea andReadthearticlequickly andanalyzethemainideaandstructurethroughtopic sentences.Lead st
15、udents to find thetopic sentences so as to fosterthe reading skills of students;helpstudentsclarifythestructure of the passage andidentify how each paragraphisdevelopedinordertostructure of the articlecultivatediscourseawareness.Read fordetails(15)1. Have students readindividuallyandfindthedescripti
16、onsofbody language and howtheauthorshowthemeaning of each.2. Encourage studentsto draw a main map ofthe article.1.Underlinedescriptions of bodylanguageandthemeaning of each.2.Read the articleindependentlyanddraw the mind map ofit.Throughobservingthedescription of body language,studentscouldlayafound
17、ationforlaterapplication. While classifyingspecific gestures andtheirimplications, students couldrealizetheculturalsimilarities and differences.Hence they would realize itsof great importance to usebody language appropriate tothe culture they are in.Think andconclude (15)1. Providearealsituationtohe
18、lpstudentsshowwhatthey have learned.2. Inspire students todiscuss what we shoulddotoavoidculturalmisunderstandingincross-culturecommunication.3. Draw a conclusiontogether.1. Discuss the rolesand plot. A group ofvolunteers act in frontof the class.2. Voicetheiropinionsaboutcross-culturecommunication.
19、Reviewwhatwehavelearned about body languagein different cultures throughpreparing the role play. Whileactingout,studentscouldrealizetheculturemisunderstandingvisuallyand directly and leave a deepimpression. They will furtherthinkaboutourattitudetowards different cultures.Deepenthetopictotheconclusio
20、n that we shouldrespectculturaldifferencesand promote Chinese culturetoestablishmutualunderstanding.Homework(5)Encourage students towrite an E-mail to anAmerican friend Tomto give him advice onhow to avoid culturalmisunderstandingforhis first trip to China.Consolidate what we havelearned in the less
21、on andenhance their cross-culturalawareness.4. Teaching ReflectionHighlights:1. Achieved the teaching objectives; 2. Aroused interest of students throughsituational teaching; 3. Students were the centre of the class and they performed actively.Drawbacks: Tight schedule. (Solution: Encourage students to preview the passage and drawthe structure in advance.)5. Blackboard Design
