ModuleThreeBodyLanguageandNon-verbalCommunicationGoodafternoon,everyone.TodayI'mverypleasedtohaveanopportunitytotalkaboutmyteachingideas.MytopicisBodylanguageandNon-verbalcommunication.Itismadeupoffourparts.PartIMyunderstandingofthislesson.Theanalysisoftheteachingmaterials:Thislessonisareadingpassage.ItplaysaveryimportantpartintheEnglishteachingofthismodule,becauseweshouldlayparticularemphasisonthestudents’readingabilityinseniorEnglishteaching.Inthispassage,weshouldhelpthestudentsgetsomeknowledgeaboutthedifferentwaystocommunicatewithothers.ThispassagemainlydescribessomegreetingsinEuropeanandAsiancountries.Atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencesandcomprehendthepassagebetter.TheSsshouldreceivesomemoraleducation.LettheSsunderstandsomewaysofthenon-verbalcommunicationsothatthestudentscanincreasetheirawarenessofcommunication.Teachingaims:1.Knowledgeaim:understandthemainideaofthetext.2.Abilityaim:retellthetextintheirownwords3.Emotionalaim:increasetheirawarenessofcommunication.Keypoints:Howthestudentscanunderstandthetextbetter.Difficultpoints:1.Usetheirownwordstoretellthetext.2.Somedifficultsentencesintheirpassage.Part2Myteachingtheories,methodsandaidsBeforedealingwiththislesson,I'lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhiletheteachermyselfactasadirector;combinethelanguagestructureswiththelanguagefunctions;letthestudentsreceivemoraleducationwhiletheyarelearningtheEnglishlanguage.Teachingmethod:Question-and-answeractivityteachingmethod.Watch-and-listenactivityteachingmethod.FreediscussionmethodPairworkorindividualworkmethod.Teachingaids:1.aprojector2.ataperecorder3.multimedia4.theblackboardPart3Teachingprocedures:Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,reading,especiallyreadingability.Theentirestepsare:Greeting,Revision,Lead-inandpreparationforreading,Fastreading,Listening,Intensivereading,Consolidation,DiscussionandHomeworkStep1GreetingsGreetthestudentsasusual.Step2lead-inandpreparationShowthemthepicturesaboutgreetingsindifferentcountries,andletthemdescribetheactionsintheirownwords.Purpose:ArousethestudentsinterestofstudyBringinnewsubject:Bodylanguageandnon-verbalcommunicationStep4FastreadingReadthepassageasquicklyastheycan,andthenletthemgivemethebesttitleofthepassage.Purpose:Improvethestudentsreadingability;understandthegeneralideaofeachparagraph.Step5Listening(bookclosed)ListentothetapeanddoTorFexerciseonpage23.Purpose:TraintheSslisteningabilityandprepareforlaterexercises.Step6IntensivereadingReadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.1Givesomeexamplestoshowpeoplearenotaggressivewhentheygreetstrangers.2Whatdoes"salaam"mean?3Howdowemake"givemefive"?Itisalsocalleddepthreadingorstudyreading.Itmeansreadingfordetailedinformation.Purpose:Furtherunderstandthetexttofindoutsomedetailsofthetext.Step7ConsolidationRetellthepassageaccordingtothetopicsentences.Purpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImeantotelltheminclass.What’smore,Iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.Step8DiscussionGivethematopic:IfyougotoapartywherethereisanAmerican/Muslimfriend,hoewillyoucommunicatewithhimorher?Purpose:Iwanttomakethemrealize:Itisimportanttoknowdifferentgesturesindifferentcountries.Step9HomeworkLetthestudentsmakeadialogueaboutdifferentgreetingsandthenactthem.Purpose:Iwanttoletthemmasterthepassagebetter.Atthesametime,traintheirabilityofdo-it-yourself.Part4blackboarddesignModuleThreeBodyLanguageandNon-verbalCommunicationTopicsentences:1.Gesturescanvaryfromcountrytocountry.(How)2.Someinformalgestures.(Giveexamples)Inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.Iwritethetopicsentenceontheblackboardinordertotellthestudentsthatthisisofgreatimportanceinthisclass.That’sall.Thankyou.
