Teaching Plan for Unit 4, Book One Teaching Objectives This unit is intended to explore other ways of good communication(nonverbal communication in addition to words, feelings and senses. After learning it, Ss are expected to have a better understanding about how to master as well as to pressent go ation signs in an Engllish culture, such as apperance, eye contact gestures, movements, etc, be able to distinguish the general statement from the supported information and apply this structure in their own paragraph writing facilitate reading with one of the important reading skills---reading for gist be familiar with the usage and use of the new words and expressions Teaching procedures: Section A (4 periods): How to Make a Good Impression 1. Pre-reading Activities:(10 min) 1. 1 Small talks to warm up the ss 1. 2 Pair work: distribute the handouts and ask Ss to discuss with his/her partener the following questions on the work sheet What are the usual ways to judge the people we meet? If you want to give a good impression to others, how do you usually behave(either 2. While-reading Activities:(100 min) 2. 1 First reading(reading for the main idea): remind the students of keeping in mind the following questions: (10 min) v How many tips did the author offer in the passage as to how to make a good impression?(4) What are they?(the italicized part of the passage 2.2 Second reading(reading for the detailed information)(30 min) 2. 2. 1 Ask Ss to read the text again carefully 2.2.2 Distribute handouts to Ss and make them discuss all the questions listed on the
1-4 1 Teaching Plan for Unit 4, Book One Teaching Objectives: This unit is intended to explore other ways of good communication (nonverbal communication) in addition to words, feelings and senses. After learning it, Ss are expected to ➢ have a better understanding about how to master as well as to pressent good communication signs in an Engllish culture, such as apperance, eye contact, gestures, movements, etc; ➢ be able to distinguish the general statement from the supported information and apply this structure in their own paragraph writing;; ➢ facilitate reading with one of the important reading skills--- reading for gist; ➢ be familiar with the usage and use of the new words and expressions: Teaching Procedures: Section A (4 periods): How to Make a Good Impression 1. Pre-reading Activities: (10 min) 1.1 Small talks to warm up the Ss. 1.2 Pair work: distribute the handouts and ask Ss to discuss with his/her partener the following questions on the work sheet: ✓ What are the usual ways to judge the people we meet? ✓ If you want to give a good impression to others, how do you usually behave (either verbally or nonverbally)? 2. While-reading Activities: (100 min) 2.1 First reading (reading for the main idea): remind the students of keeping in mind the following questions: (10 min) ✓ How many tips did the author offer in the passage as to how to make a good impression? (4) ✓ What are they? (the italicized part of the passage) 2.2 Second reading (reading for the detailed information) (30 min): 2.2.1 Ask Ss to read the text again carefully; 2.2.2 Distribute handouts to Ss and make them discuss all the questions listed on the
worksheet in pairs and form their own opinions Part 1: Answer the following questions in your own words 1) What does the research show? Give examples from your own experience. (Eg. Judge by appearance, dress shows one's status, jobs, and so on.) 2) How do we show our true feeling? 3)What's the authors experience? What's the secret of making good impression? 4) What are the good qualities if you want others to be with you and help you? 5)What's the advice many how-to books give? What's the writers opinion? 6) How to be consistently yourself at your best? 7)Why does the author say"Public speakers, howerver, often send mixed messages 8)What should you do when entering a room full of people? 9)What can you learn from the examples given on Para. 12 and 13? 10)Why does the author believe we have the power to make a good impression Part 1 Answer the following question by ticking the answers fiom the following ch According to th passage, in order to impress others, what should we do? a Greet people with power handshakes a Look straight at the person you talk to D Make persuasive presentation 口 Dont say"i” too ofte U Talk about things you are both interested in 口 Use humor D Appear willing to help others u Talk in the way consistent with words 2.3 Language points: (30 min) 3. 1 Useful words and expressions pres 令令令令 depressed ☆ consistent be committed to ◆ take seriously
1-4 2 worksheet in pairs and form their own opinions Part I: Answer the following questions in your own words. 1) What does the research show? Give examples from your own experience. (Eg. Judge by appearance, dress shows one’s status, jobs, and so on.) 2) How do we show our true feeling? 3) What’s the author’s experience? What’s the secret of making good impression? 4) What are the good qualities if you want others to be with you and help you? 5) What’s the advice many how-to books give? What’s the writer’s opinion? 6) How to be consistently yourself at your best? 7) Why does the author say “Public speackers, howerver, often send mixed messages?” 8) What should you do when entering a room full of people? 9) What can you learn from the examples given on Para.12 and 13? 10) Why does the author believe we have the power to make a good impression? Part II: Answer the following question by ticking the answers from the following choices. According to th passage, in order to impress others, what should we do? □ Greet people with power handshakes. □ Look straight at the person you talk to. □ Make persuasive presentation. □ Don’t say “I” too often. □ Talk about things you are both interested in. □ Use humor. □ Appear willing to help others. □ Talk in the way consistent with words. 2.3 Language points: (30 min) 2.3.1 Useful words and expressions presentation conscious depressed range consistent impressed reaction encounter be committed to take seriously
☆ absorb ir ☆ focus on 令 range from-to 2.3.2 Distinguish make up one's minds about something vs. make up one's mind to do something 2.3.3 Paraphrase the following difficult sentences (ask Ss to express their own understanding of each sentence, paying special attention to the structure or the age of the words and expressions listed above Consciously or unconsciously, we show our true feelings with our eyes, faces, bodies and attitudes, causing a chain of reactions, ranging from comfort to fear.(para. 1) y The secret has always been you are the message.(para. 3) you lost all self-consciousness. ( para. 5) The trick is to be consistently best.(para.7) 2.4 Third reading: (30 min) 2. 4. 1 Ss read the text the third time quickly, forming an outline of the whole passage 2.4.2 Ss are divided into groups and required to summarize the text briefly. One of the students in each group can write down rough notes for later presentation 2.4.3 In order to guarantee the involvement of all the Ss, after the group work, the teacher can randomly nominate a rep of each group to report their findings 2.4.4 Distribute the handouts and ask Ss to finish the exercise(actually this is the model summary of the text) Directions: Choose words fimm the pairs below to complete the passage Within seven seconds, a chain I helps you start making up your minds about others you meet. You show your true feelings, consciously or 2, through your eyes, face and body because you are the message. You must use your good qualities such as physical 3 ate of speech, pitch and 4 of voice and gestures so others will cooperate with you When you are 5 to what you talk about and 6 beyond self- consciousness, others listen to you Because the most effective people never change, it is important to be yourself at your best and 7 communicate with your whole being. Since others believe what they see before they hear, use your eyes to look directly at others and 8 to demonstrate your ease during the exchange. You can 9 up a situation by using humor and by being your true self without any huge changes in personality. You can make a good 10 since only you can be range/ reaction
1-4 3 absorb in focus on range from┄ to base on 2.3.2 Distinguish make up one’s minds about something vs. make up one’s mind to do something 2.3.3 Paraphrase the following difficult sentences (ask Ss to express their own understanding of each sentence, paying special attention to the structure or the usage of the words and expressions listed above) Consciously or unconsciously, we show our true feelings with our eyes, faces, bodies and attitudes, causing a chain of reactions, ranging from comfort to fear. (para.1) The secret has always been you are the message. (para.3) You were committed to what you were talking about and so absorbed in the moment, you lost all self- consciousness.(para.5) The trick is to be consistently you, at your best. (para.7) 2.4 Third reading: (30 min) 2.4.1 Ss read the text the third time quickly, forming an outline of the whole passage. 2.4.2 Ss are divided into groups and required to summarize the text briefly. One of the students in each group can write down rough notes for later presentation. 2.4.3 In order to guarantee the involvement of all the Ss, after the group work, the teacher can randomly nominate a rep of each group to report their findings. 2.4.4 Distribute the handouts and ask Ss to finish the exercise (actually this is the model summary of the text) Directions: Choose words from the pairs below to complete the passage. Within seven seconds, a chain _1_ helps you start making up your minds about others you meet. You show your true feelings, consciously or _2_ , through your eyes, face and body because you are the message. You must use your good qualities such as physical _3_ , rate of speech, pitch and _4_ of voice and gestures so others will cooperate with you. When you are _5_ to what you talk about and _6_ beyond self- consciousness, others listen to you. Because the most effective people never change, it is important to be yourself at your best and _7_ communicate with your whole being. Since others believe what they see before they hear, use your eyes to look directly at others and _8_ to demonstrate your ease during the exchange. You can _9_ up a situation by using humor and by being your true self without any huge changes in personality. You can make a good _10_ since only you can be you. 1. range/ reaction
2. self-consciously/ unconsciously 3. attitudes/ 7. consistently/consistent 8. smile/ smiling 9. light/lighten 10. expression/ impression 3. After-reading Activities:(50 min I Structure Analysis: general statement vs. supported information about some of your most unforgettable meetings: an introduction to your future spouse, a job interview, an encounter with a stranger some of your most unforgettable meetings an introduction a lob interview an encounter Para 4: Others will want to be with you and help you if you use your good qualities. They include physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expressiveness of the eyes, and the ability to hold the interest of others. Others form an impression about you based on these your good quallities include appearance 5. tone of voice 2. energy 6. gestures 3. rate of speech 7. expressiveness of the eyes 4. pitch 8. the ability to hold the interest of others 3.2 Paragraph writing Step one: ask Ss to have a quick look at textbook, page 82-83 Step hwo: issue the following statement to Ss: many ways to improve your English Step three: brainstorm--- encourage Ss to try to think out as many ways to improve English as possible either from his/her own experience or from the books Step four: Ss share their opinions freely and the teacher just writes down each item Ss
1-4 4 2. self-consciously/ unconsciously 3. attitudes/ apperance 4. tone/ tune 5. admitted/ committed 6. absorbed/ absorbing 7. consistently/ consistent 8. smile/ smiling 9. light/ lighten 10. expression/ impression 3. After-reading Activities: (50 min) 3.1 Structure Analysis: general statement vs. supported information Para 2: Think about some of your most unforgettable meetings: an introduction to your future spouse, a job interview, an encounter with a stranger. some of your most unforgettable meetings an introduction a job interview an encounter Para 4: Others will want to be with you and help you if you use your good qualities. They include physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expressiveness of the eyes, and the ability to hold the interest of others. Others form an impression about you based on these. your good quallities include 1. physical appearance 5. tone of voice 2. energy 6. gestures 3. rate of speech 7. expressiveness of the eyes 4. pitch 8. the ability to hold the interest of others 3.2 Paragraph writing: Step one: ask Ss to have a quick look at textbook, page 82-83. Step two: issue the following statement to Ss: many ways to improve your English Step three: brainstorm--- encourage Ss to try to think out as many ways to improve English as possible either from his/ her own experience or from the books. Step four: Ss share their opinions freely and the teacher just writes down each item Ss
mentioned on the bb Step five: first draft--- Ss are required to compose a short paragraph using the information mentioned above, and they are free to choose some of the items on the bb peer conference--- when they have finished, they are divided into groups each responsible for one writings correction either in grammar or structure or content Step seven: second draft--- based on the other's opinion and try to polish his/ her own 4. Follow-up Activities:(40 min) Page 80 4.2 Role Play: Instruct Ss to work in pairs, acting (a)greeting to each other. (b) making a self-introduction to each other and require Ss to bear in mind the tips offered in the text as to how to make a good Impression Section B(2 periods Body language
1-4 5 mentioned on the Bb. Step five: first draft--- Ss are required to compose a short paragraph using the information mentioned above, and they are free to choose some of the items on the Bb. Step six: peer conference--- when they have finished, they are divided into groups each containing 5 Ss and they begin to exchange their writings within the group. Each student is responsible for one writing’s correction either in grammar or structure or content. Step seven: second draft--- based on the other’s opinion and try to polish his/ her own writing. 4. Follow- up Activities: (40 min) 4.1 Doing Excercises: see Textbook Page 79, III; Page 80, IV, V, VI; Page 81, VII, VIII. 4.2 Role Play: Instruct Ss to work in pairs, acting as (a) greeting to each other, (b) making a self- introduction to each other and require Ss to bear in mind the tips offered in the text as to how to make a good impression. Section B (2 periods): Body Language
1. 1 Lead-in question: What is"body language"? 1.2 Text structure analysis Part 1(Para 1-3): Main idea--- Most people make snap judgments Para. 1-2: What is snap judgment? Para. 3: Why do people make sna ions are formed suddenly. judgments? --- They assume"you seemingly on no sound reason,even are what you say you are angeraous. Snap judgments, such thinking conversation gives them love at first sight. instant hate are often information about each other once considered immature and lack of two become acquainted common sense Part 2(Para. 4): Main idea--Apart from speech, we send messages which are picked up by others communication accounts for snap judgments Part 3 (Para. 5-9): Main idea--We communicate a great deal with our bodies. Body language Communicating function Driving a car and playing games. To give insights into the inside self. To show social status, state of mind, aspirations and Clothing/ dress Ornaments, such as buttons, To announce one's conviction, belief, membershi ls etc ast achievements and economic status Choinces in architecture and To indicate one's nature furniture Part 4(Para. 10): There's a wealth of information from body language which leads to sound snap judgment
1-4 6 1.1 Lead-in question: What is “body language”? 1.2 Text structure analysis Body language Communicating function Driving a car and playing games. To give insights into the inside self. Clothing/ dress To show social status, state of mind, aspirations and dreams. Ornaments, such as buttons, medals, jewels, etc. To announce one’s conviction, belief, membership, past achievements and economic status. Choinces in architecture and furniture. To indicate one’s nature 1.3 Text structure analysis (Handout): Read the text and supply the missing Part 1 (Para 1-3): Main idea--- Most people make snap judgments. Para. 1-2: What is snap judgment?--- Opinions are formed suddenly, seemingly on no sound reason, even dangeraous. Snap judgments, such as love at first sight, instant hate are often considered immature and lack of common sense. Para. 3: Why do people make snap judgments?--- They assume “you are what you say you are”, thinking conversation gives them information about each other once two become acquainted. Part 4 (Para. 10): There’s a wealth of information from body language which leads to sound snap judgment. Part 2 (Para. 4): Main idea---Apart from speech, we send messages which are picked up by others and used to form opinions. These forms of communication accounts for snap judgments. Part 3 (Para. 5-9): Main idea---We communicate a great deal with our bodies
information Part 1 (Para 1-3): Main idea--- Most people make snap judgments Para. 1-2: What is snap judgment? Para. 3: Why do people make snap Opinions are formed suddenly Ih on no you are what you say you are even dangerous. Snap judgments thinking conversation gives them instant hate information about each other once are often considered two become ck of Part 2 (Para. 4: Main idea---Apart from we send messages which are others and used to form opinions. These forms of snap judgments Part 3 (Para. 5-9): Main idea--H communicate a great deal with our bodies. Body language Communicating function Driving a car and playing games. To give into the inside self To show state of mind Clothing/ dress and dreams Ornaments, such as buttons, To one s medals, jewels, etc ast achievements and economic status Choinces in and To indicate one's furniture Part 4(Para. 10: There's of information from body language which perhaps leads to snap judgment 7
1-4 7 information. Body language Communicating function Driving a car and playing games. To give _________ into the inside self. Clothing/ dress To show ______________, state of mind, __________ and dreams. Ornaments, such as buttons, medals, jewels, etc. To ________ one’s ________, belief, _________, past achievements and economic status. Choinces in __________ and furniture. To indicate one’s ___________ Part 1 (Para 1-3): Main idea--- Most people make snap judgments. Para. 1-2: What is snap judgment?--- Opinions are formed suddenly, _________ on no _______ reason, even dangeraous. Snap judgments, such as ______________, instant hate are often considered ________ and lack of ____________________. Para. 3: Why do people make snap judgments?--- They ________ “you are what you say you are”, thinking conversation gives them information about each other once two become ___________. Part 4 (Para. 10): There’s ___________ of information from body language which perhaps leads to ________ snap judgment. Part 2 (Para. 4): Main idea---Apart from ______, we send messages which are ____________ by others and used to form opinions. These forms of communication _____________ snap judgments. Part 3 (Para. 5-9): Main idea---We communicate a great deal with our bodies
