Teaching Plan
( Warming up + Speaking in Using Language + Talking and Speaking Task in Workbook +Discovering useful words and expressions 4, “play a game in group of four”)
Hour課時：1 period
Type 課型：Speaking
Teaching goals教學目標
1. Target Language目標語言
a. important words and expressions
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. important sentences and structures
Act out the following meanings, please.
Please show the actions, using body language.
Please guess what I meant.
Now it is your turn to show the action/gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目標
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals學能目標
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教學重點
1. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points教學難點
1. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2. Let the students know that there is both positive body language and negative body language.
Teaching methods教學方法
1. Individual work, pair work and group work.
2. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具準備
A computer, a projector and some pictures.
Teaching procedures & ways教學過程和方式
Step1. Lead-in
After greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)
T: Just now, I didn’t say anything, but you understood what I wanted you to do. Why?
S: We know it from your body language.
T: Yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.
Step2. Introduction
T: Now let’s do some TPR( Total Physical Response) activities together, I hope you will enjoy them and have as well.
Touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…
Shake your head/arm/hand…
Wave your arm/hand…
Open your eyes/mouth…
Close your eyes/mouth…
Twist your wrist/wais.
Cross your arms/fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend/cry/shout/scream/smile/laugh…
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still.
（Three or five minutes for the game.）
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A half-closed hand with a thumb up.
Good! Well done!
A half-closed hand with a thumb
down.
Bad!
I will have to refuse you.
palm up and wave the fingers to
oneself continously
Come here!
Hold up the forefinger and the middle finger and across them
Good luck!
Point to oneself with doubting facial expression
Me?
Shrug the shoulder with the
hands out
I don’t know.
T: What are actions of the above gestures? What do they mean?
Ask the students to talk about it. Try to inspired every student to speak.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step3. Practice (Warming up + Talking)
T: Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.
Meaning Action
1. You are welcome. A smile and a handshake.
2. I am worried. A frowned or upset look.
3. I ate too much. Putting a hand on the stomach, patting or rubbing
4. I am sorry that I did something wrong. Drooping or hanging the head.
5. I’m so happy. A loud laughter with a shinning face or smiling with arms open and head back.
6. You did a good job. A thumb up.
7. You are angry. Turning your back to someone on purpose.
8. Stop here.
Putting the left palm on the forefinger of the right hand.
… …
Demonstration:
The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
Step4. Time for Fun
（Discovering useful words and expressions 4, “play a game in group of four”）
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Example:
S1: What are you likely to do if it rains?
(Actions) S2: puts on a raincoat;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it’s his turn.
S3: What are you likely to do if the river floods?
…
Step5. Talking (Speaking in Using Language)
Get the students work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.
T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.
Ask the students to describe or act out Lin Pei’s behavior.
Step 6. Role Play (Speaking Task in Workbook)
T: Now, let’s come to Speaking Task on Page67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean.
Work in pairs or in group of three:
1. You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance,.
2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.
Step7. Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading;
1) Communication: No problem?
2) Showing our feeling.