Unit-4-Body-Language-writing

1、Group 1 Unit 4 Body Language (Writing) Good afternoon, everyone. We are group 1, it is a great honor for us to stand here to present our lesson plan about the writing part of Unit 4. We are going to talk about it from the following parts: 1.Analysis of the teaching materialThe central topic of this

2、unit is body language, which is an important part of non-language communication and a way to express ones inner world. Like verbal language, body language is also the carrier of culture, playing an important role in intercultural communication. Knowing the intercultural implication and correct usage

3、 of body language takes an unexpected effect in communicative occasions. Thus, teacher should remind students to pay attention to their posture, gesture and facial expression in daily communication while teaching this unit. All the activities-designing should revolves around this theme - body langua

4、ge. As for writing, it should close to students daily life and help them solve some problems to some extent, or it just wastes students time. Therefore, reader, purpose and meaningfulness of the writing should be considered in writing-designing.2. Part Two: Analysis of the students The aim of this c

5、lass is to teach students to write a letter about the difference of body languages between China and America. I divide two parts to analyze: acknowledge and affective. Acknowledge:In this grade, students have some basically acknowledge about writing a smoothly paper, but they are unfamiliar with let

6、ter. Therefore, it is necessary to review the format of letter. 推薦精選According to the content of teaching before, students are able to express the simply difference of body language, but they are not have a clear concept about these cultural distinctions. Therefore, making a conclusion about the diff

7、erence between these two countries is very important.The students have written a lot of papers until now and they already have their own writing materials in this stage. But few of them know how to make their sentence better. Therefore, introducing students some well-organized sentences and analyzin

8、g some beautiful samples.Affective:Usually, international topic is easy to attractive students attention. When introducing the class, I will choose to strength the visual impact, such as pictures. Such writing lesson is benefit for their international viewsLetter is easier than paper, so students ar

9、e more likely to write it. This lesson will inspire them to master this skill.3. Part Three: Objectives.Instructional aims（language knowledge and language skills）.1)Language knowledge.Pre-writing（1） By the end of this stage，Ss are able to improve their pre-writing skills. They can be thematically, l

10、inguistically, and textually prepared for the writing.（That is to say，Ss can be interested in the writing topic， they want to say and share their ideas about the topic to other students，they want to write based on the topic and the relevant information.）推薦精選（2） By the end of this stage，Ss can enhanc

11、e their ability of writing a letter and master the correct usage of a letter.（That is to say，Ss can use correct format and master the usage of a letter.）（3） By the end of this stage，Ss can feel easier to write a letter based on a topic.（That is to say，after teachers motivating and guiding，they know

12、how to start writing）While-writing（1） By the end of this stage，Ss can improve their writing speed，fluency and accuracy.（In other words，after practicing，they can write by themselves.）（2） By the end of this stage，Ss can use proper words and correct grammar to write a letter.（In other word，there has no

13、 fault or little in their writing.）推薦精選Post-writing（1） They can find the errors in their own letter.（The errors like words， punctuation，grammar etc.）（2） Ss can give correct evaluation to others writings.2) Language skills（1） TalkingSs can share and show their ideas with others，talking about the topi

14、c with each other.（2） WritingSs can write a letter by themselves.4. Part Four: Focal points & Difficult pointsFocal points: After the learning of this unit, students have known some knowledges about body language, including when and why we should use body language in some occasions. But the correct

15、use of some words and phrases and how to put them into logical order in a letter are the focal points. I will first introduce or review the main structure of letter writing.Students need to know how to write others a letter about the culture of using body language in China and America, also, they ne

16、ed to know the differences between them. This is also important.推薦精選Difficult points: Even though students already learned some expressions about body language using, but they possibly cannot use them accurately and logically in a letter. So, I will first present some pictures about the different bo

17、dy languages between China and America, so they can have interests and desires to write. Then I will use mapping to help students to organize their ideas. Last, students may discuss and exchange their ideas on the topic given.Teaching approach:In this class, I will use a process approach to teach wr

18、iting, from getting to know the topic by pictures to discuss to brainstorm opinions. Guiding students through the process then they will be more independent in futures writing. I will also use task-based language teaching method, such as showing pictures on the topic to make students more interested

19、 and concentrated on the class. At the same time, I will also use total physical response method推薦精選, I will ask one or two students to give performance with body language, and others guess what happens.5. Teaching principles:As a teacher, I should review the knowledge that students have learnt, suc

20、h as body language includes facial expressions, eye contact, posture, and gesture. I will lead in some new knowledge, for example, form of letter, what kinds of sentence patterns will probably be used in letters. While I have class, I will also use live show and pictures to arouse students interests

21、 in writing and provide students with other efficient writing strategies to improve students writing skills step by step. As we all know, students are different in personalities, levels and other aspects, so I will consider those differences and try my best to make all the students participate in my

22、 class.6. Teaching ProcedureStep 1:Warming-upSet a context that someone wants to go to America to study or have a trip, and then show some pictures of the tourist attractions of America to students to raise their interests in traveling abroad .Purpose: this part is just a warming-up in this class, t

23、he context will make students be affectively prepared.Step 2: Lead in and Revision推薦精選Let students discuss if they want to go abroad, what should they pay attention to .During the discussion, the topic body language will be led in ,then focus on the importance of the body language, at the same time,

24、 review some body language knowledge .Purpose: the revision here will remind students of the body language they had learnt in the reading part. Also, the revision will prepare the students linguistically for their writings.Step 3: BrainstormingAfter focusing on the topic body language, students work

25、 in groups to brainstorm the differences of body language between China and America. And then ask some students to share with us their ideas. Finally, the teacher will make a brief introduction of the differences to the students.Purpose: For this part ,the important thing is to get students think fr

26、eely and get more information about the writing topic. This will prepare students thematically.Step 4 : Give the writing topicSuppose your friend will go to America, write him a letter to inform him the differences of body language between China and America. Give some advice to him as well .Purpose:

27、 remind students of the letter format.Step5 : Discuss how to write a letterLet students discuss how to write a letter ,and give some instructions about the writing structures and writing format to the students.Purpose:That is to textually prepare for students and also familiarize student with the co

28、ntents of each letter part.Step 6:Conclude 推薦精選Make a conclusion of this class and ask students to write .Purpose: To end the class.7. Teaching aidsWe will use blackboard, chalks, slip papers, a piece of music and multi-media. The multi-media is able to cover a large information and can support vari

29、ety of materials, such as picture, video, sounds and so on, which on the one hand, students can be exposed to a lot of information in a short time so that we will hasten the speed of our lesson; on the other hand, for so many teaching forms, students will concentrate themselves on the lesson. In thi

30、s lesson, we will first use PPT to show some body language and much information about writing materials. And then we will use soft songs to help students relax while writing. However, the multi-media also has its own shortage, when we do the mapping step and outlining, we can not prepare it before,

31、so the blackboard and chalks is the best one we have to choose. When we do the brainstorm, we will ask group leaders to write their ideas on the black board, and then ask them to organize and make an outline according to those. The paper slips will be used to familiarize students with both the forma

32、t and the content of the letter. All these teaching aids can help us achieve an efficient lesson.推薦精選8. Blackboard designBlackboard writing is like a mini lesson plans, I divide it into 3 parts. When brainstorming, I will ask them write their views on the left; write outline in the middle; write the

33、 diagram on the right. Such blackboard writing design can simply pass the teaching content to students and make them understand it clearly and memorize it easily, clarify the article context, embody the unity of the teaching process and teaching goals. The content goes like thisDiscussion Let studen

34、ts discuss when they want to go to American to travel or study what should they prepare themselves for. Making them pay attention to the differences between Chinese body language and American body language, then emphasizing the importance of understanding other countries body languages. The differen

35、ces between Chinese body language and American body language 1.the same action, the different meaning. 2.the same meaning, the different action. 3.the action only in one country.Main points 1.The structure of the composition. 2.the correspondences form. 3.the way of writing when comparing Chinese body language with American body language,. 4.associated word. 5.how to write a summary and recommendations.推薦精選9. Reflectionok, now lets come to the last part: reflection. Of course, there are many shining points and defects in our work. First, shining points:1. We