《应用型大学英语——视听说》教案 BOOK II
单元名称：Unit 6 Communication 单元话题：Communication skills and body language
Part One: Purpose of Teaching
In this unit, we will focus on communication
skills and body language. We will learn relevant vocabulary and expressions. We will also learn how to talk about your personal interests in oral communication. Oral activities in different forms will be conducted to practice these language skills.
Part Two: Time Arrangement
Time Arrangement Period One (45 Minutes) ⅠLead-in Ⅱ Communicative Skills Ⅲ In-putting& Out-putting Period Two (45 Minutes) Ⅳ Follow-up Activities Oral Practice Reviewing Checklist Ⅲ In-putting& Out-putting 10 Minutes 20 Minutes 15 Minutes 15 Minutes 15 Minutes 10 Minutes 5 Minutes
Part Three: Teaching Contents
ⅠLead-in (10 minutes) ● Teachers are expected to make the students understand the category of non-verbal communication in different cultures. It is better to lead students to discuss non-verbal communication, and then lead them to do the warm-up exercises. Activity 1 Listening ● Teachers let the students listen to the lecture from the beginning to the end once to see to what extent that the students can take the notes of the questions. Then let the students listen to the tape again and leave enough span of pause, making the students take down the answers.
body language：肢体语言，经由各种身体动作及面部表情，从而代替语言达到传情达意 的沟通目的。
Activity 2 Viewing ● Direct students to read questions first and predict what they are going to hear. ● Play the recording.
● Check answers and explain. Ⅱ Communication Skills (20 minutes) Activity 1 Oral Functions ● Go over the listed expressions one by one. ● Lead the class to read these expressions, and help the students practice them. Activity 2 Oral Practice Task 1 Listening ● Play the recording and check answers. Task 2 Viewing ● Play the video (twice if possible). ● Check answers. Task 3 Speaking ● Prepare several groups of words related to the possible topics that may be discussed by students. ● Allow enough time for students to work in groups. ● Invite volunteer groups to show their statements to the whole class. ● Encourage students’ progress in oral practice. Ⅲ In-putting & Out-putting (30 minutes) Activity 1 Listening to learn Task 1 Listening for information ● Have students read statements first and play the recording. ● Check answers. Task 2 Listening for details ● Play the recording once again. ● Check answers. Activity 2 Viewing to learn ● Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it. Task 1 Viewing for information ● Play the video and check answers. Task 2 Viewing for details ● Play the video once again and check answers.
decode pioneer psychologist boundary contempt v. convert code into ordinary language n. someone who helps to open up a new line of research or technology or art n. a scientist trained in psychology n. the line or plane indicating the limit or extent of something n. lack of respect accompanied by a feeling of intense dislike
Ⅳ Follow-up Activities (15 minutes)
Activity 1 Listening to Learn Task 1 Listening for information ● Have students read questions first and play the recording. ● Check answers. Activity 2 Viewing for information ● Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it. Task 1 Viewing for Information ● Play the video and check answers.
convert celebrity poise pitch fascinating v. change the nature, purpose, or function of something n. a widely known person n. a state of being balanced in a stable equilibrium v. throw or toss with a light motion adj. capable of arousing and holding the attention
Part Four: Oral Practice (10 minutes)
Oral practices listed as follows are optional. Part 1 Activity 3 Speaking ● Have students preview question in this part in advance. ● Teachers are expected to require the students to work in pairs, and then ask one or two groups to present their own discussions. ● Ask for students to survey to see how many students share the same opinion. Part 3 Activity 1 Task 3 Oral Practice ● Direct students to interview their classmates and briefly note answers in the table. ● Make a conclusion orally based on the information in the table. Part 3 Activity 2 Task 3 Oral Practice ● Make student work in pairs. One reads specific information in the tale, while the other marks it in the table. One can either dictate and has the partner write down the information Part 4 Activity 1 Task 2 Oral Practice ● Direct students to focus on one topic and make a three-minute speech. Part 4 Activity 2 Task 2 Oral Practice ● Ask students to prepare for this part before class. ● Let students limit their presentation with three-minutes. ● The teacher walks around to offer any necessary help to each group. ● Presentation skills are required while students discuss the questions.
Part 5 Entertainment ● Tongue twisters! 1) Have students get familiar with them. They have 5 minutes to read them in advance. 2) Divide students into groups, read the tongue twisters as quickly as possible. 3) Practice makes perfect.
Part Five: Assignment
1) Choose one of the oral practices in Part Four and have students prepare for it after class. 2) Direct students to make a chart and note down the body language they know. Students have to explain and act them.
Review Checklist (5 minutes)
● Guide and encourage students to spend 5 minutes to go through the checklist. ● To use the checklist simply check off the results of learning. ● This checklist is useful in determining the way in which students evaluate themselves.