Module3BodyLanguageandNon-verbalCommunicationPeriod2GreetingsAroundtheWorldTeachingDesign教學(xué)設(shè)計(jì)■=1\*ROMANI.Coreessenceteachingandlearningobjectives:(核心素養(yǎng))1.Languageabilityandskills:Thefirstoneistochoosethebesttitleandtrueinformationofthepassage.Thesecondoneistohelpstudentsreadthepassageandlearnvocabularyaboutpartsofthebody.2.Culturalawareness:Knowingaboutbodylanguageandnon-verbalcommunicationandthemeaningofsomebodylanguagesandgesturesaroundtheworld.3.Thinkingqualities:Enablingthestudentstounderstandthereadingpassageandknowaboutthevarietiesofbodylanguageandculturaldifferences.4.Learningability:1)Choosingthebesttitleandtrueinformationwhilereading.2)Learningabouttheusagesofnewlanguageitemsinthismodule.3)Talkingaboutbodylanguageandnon-verbalcommunicationespeciallygreetingsaroundtheworld.■=2\*ROMANII.Focalanddifficultpoints（重難點(diǎn)）Basedontherequirementofthesyllabus,thefocalpointsarethelanguagepointsandreadingskills;thedifficultpointsarethosecomplexsentencesandstudents’abilityofsummarizingandspeakinginEnglish.■=3\*ROMANIII.Teachingmethods（教法）.ThedesignofthislessonisbasedonTheSituationalApproachandTask-basedTeachingApproach.Theteachingprocedurescarryonfromthebasictasktotheadvancedoneinarelaxedatmosphere.■=4\*ROMANIV.Studyingmethods（學(xué)法）.Studentswillreadthepassagebyusingtheskillsofskimming,scanningandcarefulreadingself-dependentlyandcooperatively.■=5\*ROMANV.Teachingprocedures（教學(xué)過(guò)程）:Step1:Lead-in（導(dǎo)入）:Haveagreetingtostudentswithsomesimplebodylanguageandleadinthetopicandintroducetheteachingtopicofthismoduleandteachingcontentsofthisperiod.Explainthemeaningbodylanguageandnon-verbalcommunication,andthenshowsomegesturesandgetthestudentstoguesswhattheymean.Fromthiswaystudentslearnthatwhatbodylanguageisandhowusefulbodylanguageisinourdailylife.Nextaskthemaquestion:Dowesharethesamebodylanguagewithotherpeopleintheworld?Step2:Pre-reading（讀前）Studentswillbeaskedtowatchavideotogettheculturalbackgroundofthepassage.Thevideotellsculturaldifferencesingreetingswhichcanarousestudents’interesttoreadthepassage.Step3While-reading（讀中）Itisthekeypartoftheteachingprocedures,whichmainlydependsontask-basedteachingapproach.Thereare2tasks:fastreadingandcarefulreading.1)FastReadingAskStudentstoreadthepassagequickly,choosethebesttitleandtrytosummarizethemainideaofeachparagraph.(GuidetheStudentstosummarizethemainideaofthepassageandtrytohaveaclearideaofthetextstructureandmaincontents).Besttitle:GreetingsAroundtheWorldStructureandmaincontents:Part1Para1Waysofcommunication(wordsandsentences,andbodylanguage).Part2Examplesofgreetingsindifferentculturesaroundtheworld.Para2Aformalwaytogreetstrangersanditsmeaning.Para3GreetingsinAsiancountries.Para4GreetingsofyouthinAmerica.Part3Para5Conclusion:Bodylanguageisfascinating.CarefulReadingWaysofcommunication☆Spokenand1.________words.☆Bodypositions,unconsciousbodylanguageand“l(fā)earned”bodylanguage.Greetingsindifferentcultures☆Traditionally,2._________andAmericansshakehands,whichmeanstheydon’thavea(n)3.____andshowstheirtrust.☆TodayAmericanyouthsgreeteachotherwiththeexpression,“4.___________!”O(jiān)nepersonholdsuphishand,palmoutwardsandfivefingersspread.Theotherpersonraiseshishandand5.______theother’sopenhandabovetheheadina“highfive”.☆Chineseputtherighthandovertheleftandbowslightly.☆Hindusjointheir6_______andbowtheirheadsinrespect.ConclusionPeoplegiveawaymuchmorebytheir7.________thanbytheirwords.Byreadingthetextagain,studentswillworkingroupslearningtocatchthespecificinformationandfillintheformonPPToronP38intheRBandcompleteTrueorFalseexercises.TrueorFalse:1.Notallbodylanguageisconscious.2.Europeansshakehandswiththeirlefthand.3.InAsia,peopletouchstrangerswhentheymeet.4.IntheUSa“highfive”isawayofsayinghello.5.A“highfive”isaformalgesture.6.Bodylanguageislesscommunicativethanspokenorwrittenlanguage.Step4Post-reading（讀后）Discussion:Howdopeopleofdifferentculturesgreeteachother?SupposestudentsareEuropeans,traditionalChineseandyoungAmericansandsoon,workingroupstodiscussthegreetingsindifferentcountriesandmakeupadialoguewithpartners.ThroughthistaskstudentswilllearntoretellthepassageandpracticetheiroralEnglish.WheninRome,doastheRomansdo.Step5Summary（總結(jié)）Summarizethestructureandmaincontentsofthereadingpassage.Europeansand__________shakehands.Theydothiswith____________.GreetingsinAsiancountriesdonotinvolve________theotherperson,buttheyalwaysinvolve_________,whicharebusywith____________andcannotholdaweapon._______________oftengreeteachotherwiththeexpression,“____________!”Homework(作業(yè))YourfriendLiMingisgoingtotravelabroad,pleasewritealettertotellhimsometipsaboutthedifferentgreetingwaysindifferentcountries.Teachingreflection(教學(xué)反