Instructional Design

Topic: Here are some ways to welcome them Type of lesson: Reading and writing Teaching methods: Bottom-up approach

Analysis of students: Since this lesson is for Grade 7, they have the weak foundation of learning English and their English levels are very different, the teacher needs to speak Chinese properly to help students understand better and arrange different degrees’ tasks for different levels’ students.

Analysis of textbook: This passage is quite simple and structure is very clear, and every activity has specific function, so teacher can make full use of the passage to develop students’ skills of reading comprehension, such as: prediction skill, skill for understanding the gist of the article, skill for grasping the tenor of each paragraph and so on. Teaching objectives:

To understand the passage concerning body language and learn more about differences in body language in different countries

To be able to use correct body language when meeting foreigners To be able to understand imperative sentences Key points:

Key vocabulary --- finger, foot, leg, mouth, body, foreign, arm, arm in arm, hold, move, not at all, Polite

Key structures --- Don’t stand too close to North Americans! Give them more personal space. Be careful! Teaching aids: OHP Teaching procedures: Steps Teacher’s activities 1. Ask students to match the words with the parts of the body; (Activity 1) 2. Let students think how to say other body parts in English; 3. Invite some students to complete matching on the blackboard and check the answers in class. 1. Ask students to read the passage and answer the questions; (Activity 2) Students’ activities purposes Step 1 Lead-in (Activity 1) 1. Students complete the matching in pairs and use the pictures to learn and familiarize with the new words in the word box; 2. Think how to say other body parts in English. The purpose of this activity is to familiarize the students with the relevant vocabulary, activate the students’ thinking and lead in the topic, paving the way for learning the passage. Step 2 Pre-reading 1. Read the words in activity 1’s word box again; 2. Read the passage The purpose of this activity is to make students understand the body languages of 2. Do some gestures and ask: “ what do I mean?” , lead in the topic which will be discussed in this passage --- body language; 3. Let students read the title of this passage and ask: “What’s the passage mainly about?”, and ask some students to predict; 4. Ask several students to answer the questions and check the answers in class. 1. Ask students before they read the passage again: “ In how many aspects does the writer talk about body language?” (Four) 2. The teacher lead students to pay attention to the reading skills --- pay attention to the topic sentence of each paragraph. independently and find out the answers to questions. people around the world are different and let them know about the similarities and differences between different countries’ body languages and customs so that they can realize some problems we should pay attention to when we communicate with foreigners. Step 3 While-reading 1. Read the passage again, then discuss the question in pairs and get the conclusion; 2. Find out the topic sentence of each paragraph in pairs. The purpose of this activity is to develop students’ skills of reading comprehension, such as: prediction skill, skill for understanding the gist of the article, skill for grasping the tenor of each paragraph and so on. Step 4 After-reading 1. Ask students to 1. Highlight the key check the body words or sentences The purpose of this language they can use and finish the activity is to enhance in different countries chart( individual students’ and places. activity). understanding to the (Activity 3) 2. Check the answers details and refine 2. Choose some in pairs and introduce the content taking the students to introduce these four countries’ country and region as these four countries’ or regions’ body clues, which can also or regions’ body language to each train students’ logical language to the whole other according to the thinking. class, each student chart. introduce one country or place. 1. Lead students to read the words in the box. If necessary, explain the meaning to the whole class. 2. Ask students to complete the passage with the words from the box; (Activity 4) 3. Pick out some passage; 4. Check the answers in class. 1. Finish the activity 4.( individual activity) 2. Check the answers in pairs. The purpose of this activity is to offer a platform for students to further understand and use the key words of this unit. Step 5 Writing 1. Ask students work in groups and talk about their class rules. (Activity 5) 2. Choose several groups to present in class. 1. Do the brain-storming activity, and each The purpose of this person at least say 3 activity is to train sentences about class students to express rules. and make requests by 2. Discuss in groups using imperative and say the class rules sentences by using imperative sentences. 1. Each student at least write out 3 imperative sentences. 2. Discuss in groups and clarify all the class rules. Step 6 Homework 1. Ask students to finish activity 6: make a list of class rules for new students in their school.(homework) 2. Ask all groups to present in class. The purpose of this activity is to put the activity 5 on the writing. Blackboard design:

body language, personal space, arm in arm, hold your arm, move away, not ...at all, say goodbye to wave, be careful，in fact= actually=as a matter of fact. It’s (not) polite to do something. Reflection:

I don’t know clearly about the overall quality of the students, and I use too much English to present the new knowledge so that most students can’t understand the meaning. And I speak a little fast so they can’t follow my pace. And I don’t consider the scale of the classroom, so my voice may be a little low , which results in that the students in the back of the classroom can’t hear me very well so they can’t follow my instructions.

I should pay more attention on the students and know them better, and think things more fully.