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1、The sixth period ： THE OPEN HAND-A UNIVERSAL SIGN第六课时：张开手一一 一个广泛适用的手势IThe analysis of the teaching materialThe topic of this Unit is about Body Language and non-verbal Communication, Body language plays a very important part in peoples communication with others. In fact we have already known somethi
2、ng about body language in the previous classes. Yet we can help the students know how people from different cultures use their hands, in specific, to greet others in their daily life by learning this reading passage.II. Teaching aims:1. Knowledge objects Enable the students to learn that the form of
3、 greeting may be different in each culture, but the intention is the same.2. Ability objectsImprove the students reading ability.To develop students communicative skills3. Emotion objectsHelp students know that in almost all cultures, to smile and show an open right hand means, “welcome, you are saf
4、e with me.” Emphasize respect for all cultures even though their forms of expression are different from the students experience.III. Teaching important points:-how to improve the students reading ability by skimming, scanning and careful reading - how to explain some key words and expressionsIV. Tea
5、ching difficult points:-how to get the students to grasp the main idea and the key words -how to finish a task: act out the various greetings mentioned in the passage to show they understand it.V. Teaching aids:Blackboard and Multi-media computer VI. Teaching methods:1. Communicative Approach2. Task
6、-based teaching approach3. Multi-media assistant teaching approach VII. Teaching procedures:Step 1: Lead -in:In order to arouse the students interest in the reading passage, I will show a few pictures of people shaking hands and ask students in what situation people shake hands. Students will recall
7、 their experience and share their answers. After the question and answers, students will get familiar with the topic. Then we can read the passage together.Step 2: SkimmingDoing fast reading is a good way to train the students ability of getting information within a very short time. First I will ask
8、 the students to skim the passage and find out what specific body language has been introduced in the passage and whether all cultures use the specific body language in the same way. Step 3: Careful reading and listeningStudents will read the passage carefully in about 5 minutes and after reading, t
9、hey will listen to the tape. In order to help the students understand the passage better, I will deal with the reading passage with some comprehension exercises, such as multiple choice questions, T/F questions.Step 4: Performance Some students will be asked to come to the front to act out how peopl
10、e from different cultures use their hands to greet others. While the students are performing, others have to figure out which countries the performers are from and describe their performance in English.(While they do this, they have to use the information from the passage again, so this is also a go
11、od way to go over the whole reading passage.) Step 5: Summary In this part, students will organize a summary of the reading passage using the randomly arranged notes in the workbook exercise in just 2-3 minutes. And then some of them will be encourage to read their summary out loudly.Step 6: words a
12、nd expressionsIn this part, Ill illustrate the usage of two or three words and expressions, such as: “what if? 如果将会怎么样？”, “depending on取决于，由决定”Step 7: HomeworkStudents will be asked to write down the summary of the passage in their exercise books and hand in their exercise books the next day. The design of the blackboard:The title of this reading passage is on the top of the blackboard. Divide the blackboard into 2 parts. The left part is for some key words, while the right part is for the screen.
