UNIT 3 More Than Words

BOOK I

UNIT 3 More than Words

Lesson Plan (outline)

Course: College English Level 1

Content: Unit 3

Time: Week 10&11

To (The Students): Undergraduates 2005 Level 1

Textbook and Edition: New College English (Second Edition)

Teaching Methods: Lectures, Presentations, Group discussions, Pair works and Practices in Listening Lab

Teaching Aims: Let the students acquire the words and expressions related to the topic “Communication”both in In-class Reading and After-class Reading so that to improve their communicative skills on the topic.

Content and Time Distribution:

1.Period 1-2 Part 1( Preparation) and Part 2 ( In-class Reading: Pre-Reading)

2. Period 3-4 Part 2 (In-class Reading: Communication Without Words, Post-Reading)

3. Period 5-6 Part 2( After-class Reading: Learn How to Listen), Part 3and Part 4

4. Period 7-8 View, Listen and Speak ( in Listening Lab)

Key Teaching Points: In-class Reading: Communication Without Words: Passage organization, the use of certain words and expressions, Exercises in Post Reading; After-class Reading: Learn How to Listen: Appreciation of structure and writing skills; Further Development: Ex. 1.2.3.

Teaching Aided by: Online Courseware

Assignments: 1.P81Sentence Translation from Chinese to English (written on Ex. Books and hand in next time.)

2. P103. Writing (optional )

Lesson Plan:

I. Period 1-2 Part 1(Preparation) and Part 2 ( In-class Reading: Pre-Reading)(100min.)

Aims: introduce the subject “communication, both verbal and non-verbal” to the students; make sure the students know how to make good use of the New Words List.

Part One ( Preparation) ( 40-60min.)

Ex.1 Work in pairs and discuss about the purposes of the conversation in different conversation, and then think of some other situations. Ask volunteers to tell the class their answer.
Ex.2 group work. Work in groups of 4—6. Each member of a group will be given a card printed with a verb phrase. The members take turns to act out the meaning of the verb phrase and ask the rest of the group to guess the phrase. (Some phrases which are just learnt are strongly recommended.) For example, let out a cry, drag one’s feet, fill out a form, etc.

Note: The teacher can set a time limit for both the acting and the guessing to make it more challenging. Also, students should be encouraged to come up with their own phrases.

Ex.3 Idioms related to parts of the body. Work in pairs and match the idioms with their meaning.
Ex.4. Discuss with each other and match the ways used by animals to convey information with the right animal.
Supplementary Activities: Action, Body and Emotions. Directions: Parts of the body are often closely linked to particular verbs. The combination of the verb and part of the body expresses certain emotions or attitudes. First choose an appropriate verb from Column I for the nouns in Column II, then from Column III choose a possible emotion or attitude so that the relevant action may be expressed.

I) Action II) Part of body III) Possible emotion or attitude expressed

lick fist doubt, indifference

wrinkle eyebrows disrespect

raise shoulders anger, aggression

clench tongue dislike, distaste

shrug lips inquiry, surprise

stick out nose anticipation

Part Two

1. Ask one or two students to read the New WordsList, make sure the right pronunciation of each word be stressed. (15min.)

Key Words: aware, behave, communicate, contact, means, etc. (Usage, derivation, collocation of each word and phrase must be stressed)

2. Supplementary Activities:make up a story with the new words in the words list. Every student is asked to make up a meaningful story with 3— 4 sentences in it. At least 3 new words in the New Words List should be used in the story. Then volunteers tell their story to the class.

Note:To make it more challenging, students should be encouraged to use as many new words as possible.

II. Period 3-4: Part 2 (In-class Reading: Communication Without Words, Post-Reading)

Aims: Passage Reading: structure, writing skills, usage of words and expressions

Read the text within 12 minutes. (Optional)After students finish their reading, ask students to raise questions or any problem in understanding the text. First ask if any students can answer the questions or solve the problems, if not, teacher gives the explanation, or organize group discussions to solve them.

Language Points:

more than (l.2) / more…than (l.10)

“More", as the quantifier comparative of many and much, is used to say that a particular number or amount is larger than another.

e.g. I) In some places bottled water costs more than a glass of beer.

II) I have done more work this morning than he.

nonverbal (l.5)

The prefix “non-“ means “not”.

e.g. a nonalcoholic (不含酒精的) drink

a nonsmoker (不抽烟者)

a nonstop flight (直飞航班)

a nonmember country (非成员国)

Gandhi’s policy of non-violence (甘地的非暴力政策)

means (l.9)

by all means

1) definitely, absolutely, of course

e.g. “Would it be all right if I left a bit early?”“Yes, by all means.”

2) using everything and everyone available to get something done.

e.g. Citizens of the town put out the fire by all means available.

by no means/ not by any means = not at all

e.g. She’s by no means sure of getting the job.

by means of… = using a particular method or system

e.g. The blocks are raised by means of pulleys.

learn/do something the hard way (l.18)

The expression means “understand a situation or develop a skill by learning from your mistakes and bad experiences”.

e.g. I) I learned the hard way that drugs weren’t an answer to my problems.

II) Some complex occupations require knowledge that one must learn the hard way.

or (l. 33)

Here “or” means “if not, otherwise”

e.g. I) Be careful or you’ll bump your head.

II) She can’t be ill or she wouldn’t have come.

prefer (l.36)

1)prefer something

e.g. I) She prefers her coffee black.

II) This type of owl prefers a desert habitant.

2)prefer…to…

e.g. I) I prefer singing to acting.

II) He prefers red wine to white.

3)prefer (…) to do something

e.g. I) He chose Spain, but personally I’d prefer to go to Greece.

II) “Let me wash the dishes --- or would you prefer me to dry them?”

4)prefer that…

e.g. I) Would you prefer that we reschedule the meeting for next week?

II) We prefer that our teachers have a degree in early childhood education.

2.Group Discussion. Work in pairs to discuss the following questions.1) Can you think of more nonverbal communication signals in addition to those mentioned in the text? 2) Do you know any unacceptable gestures or body movements in your country or other cultures? Name some of them.

3. Ex.1&2 inVocabulary. Pay attention to the translation of some sentences.

4. Assignments

1)Translation: will be written in their notebooks and handed in.

2) Pre-read Passage I, II in After-class Reading, and try to get familiar with the new words and expressions and do the exercises.

3) Prepare Part 4 after class

III. Period 5-6 Part 2 (After-class Reading: Learn How to Listen ), Part 3 and Part 4

Aims: Structure of the passage

1.After-class Reading: (Learn how to listen: Draw students’ attentions to the organization of the passage by asking the following questions: (15min.)

1) In what aspects are the problems caused by bad listening habits very serious?

2) What are the common faulty listening habits?

3) What are the ways to improve your listening?

4) What are the benefits of good listening habits?

2.Part Three( Further Development)

1) Do exercise 1 in pairs first and ask one or two pairs to present to the class( 10min.)

2) Do exercise 2 and explain in detail. ( 10min.)

3) Do exercise 3 on how to be a good listener in the English class. Go over the statements and tick the habit that describes his own habit. And then work in pairs and tell each other what he should do to improve his listening skills.

3. Part Four

Ask a couple of students to read their translations and give comments

IV. Period7-8 View, Listen and Speak in Listening Lab