复旦大学：《实用交际英语口语 Practical oral English communication》课程教学资源（PPT课件）Part V Unit 2 BODY LANGUAGE AND EMOTIONAL QUOTIENT

实用交际英语口语 25 PRACTICAL ORAL ENGLISH COMMUNICATION Part V Impromptu Speech

实用交际英语口语 PRACTICAL ORAL ENGLISH COMMUNICATION Part V Impromptu Speech

UNIT TWO BODY LANGUAGE AND EMOTIONAL QUOTIENT Before-class Assignments 1. Students should have read the two passages in"Part I Read and Think o 2. Students should have watched the two videos in "Part II Listen and See

UNIT TWO BODY LANGUAGE AND EMOTIONAL QUOTIENT Before-class Assignments: ◦ 1. Students should have read the two passages in “Part I Read and Think”. ◦ 2. Students should have watched the two videos in “Part II Listen and See

In-class Activity 1: Brainstorming Impromptu Speech Making ° Purpose: Warming Split the class into three groups. Each group is assigned one of the following topics randomly: perceiving minutes to provide examples of how people with higher emotional quotient will behave with regard to the c emotions"; understanding emotions";"managing emotions. Students within each group will be given thre th ree re espective circumstances Have each group choose a best speaker to make an impromptu speecl according

In-class Activity 1: Brainstorming & Impromptu Speech Making ◦ Purpose: Warming-up ◦ Split the class into three groups. Each group is assigned one of the following topics randomly: “perceiving emotions”; “understanding emotions”; “managing emotions”. Students within each group will be given three minutes to provide examples of how people with higher emotional quotient will behave with regard to the three respective circumstances. Have each group choose a best speaker to make an impromptu speech accordingly

Reading Report and Interaction 1 Passage One: How Body Language Can Make You a Better Advisor 1. Ask students to report on the main idea of the passage in a group of 3-4 students and then brainstorm examples of how body language reveals our inner selves 2. Ask students to talk about the passage Prompts: Based on what you have learned from the passage, tell your classmates how you would project a wholesome and positive image in the job interview by your body posture and gestures. Why is the role of body language not negligible in our daily communication

Reading Report and Interaction 1 Passage One: How Body Language Can Make You a Better Advisor 1. Ask students to report on the main idea of the passage in a group of 3-4 students and then brainstorm examples of how body language reveals our inner selves. 2. Ask students to talk about the passage Prompts: Based on what you have learned from the passage, tell your classmates how you would project a wholesome and positive image in the job interview by your body posture and gestures. Why is the role of body language not negligible in our daily communication?

Listen and See 1 5-2-1 An expert talks about "micro expression ( from the America television series: Lie to Me) 1. Play the video o 2. Ask students to retell at least one example of micro expression given by the expert in the video o 3. Ask students to talk in pairs about the following Why would our body language contradict our 请看他对我的话的反应 Watch his reaction to my statement verbal language without us being aware of it?

Listen and See 1 5-2-1 An expert talks about “micro expression” (from the America television series: Lie to Me) ◦ 1. Play the video; ◦ 2. Ask students to retell at least one example of micro expression given by the expert in the video. ◦ 3. Ask students to talk in pairs about the following topic: Why would our body language contradict our verbal language without us being aware of it?

Reading report and Interaction 2 Passage Two: The Traits of High EQ Individuals 1. Ask students to brainstorm examples of how students with high EQ would react when they encounter hostility from other students 2. Ask students to discuss the following questions Prompts: Do you think a high EQ person has to possess all the qualities listed in the passage? Try to think of the high EQ persons you know in life, and analyze what qualities each of them possesses. You may also talk about yourself - are you a high EQ person? What can you do to better yourself?

Reading Report and Interaction 2 Passage Two: The Traits of High EQ Individuals 1. Ask students to brainstorm examples of how students with high EQ would react when they encounter hostility from other students. 2. Ask students to discuss the following questions: Prompts: Do you think a high EQ person has to possess all the qualities listed in the passage? Try to think of the high EQ persons you know in life, and analyze what qualities each of them possesses. You may also talk about yourself — are you a high EQ person? What can you do to better yourself?

Listen and see 2 5-2-2 One of the professors who came up with the definition ofEQ talks about what it takes to be emotionally intelligent.(from the prime-time daily English talk show on CCTVNE CN o 1. Play the video o 2. Ask one student to retell what it takes to be emotionally intelligent based on the information from the video 3. Ask students to work in pairs and discuss the following question Have you noticed the differences people around you display in terms of identifying, understanding, DIALOGUE managing and using emotions, no matter in themselve regard actually higher achievers in life capable in thi or in others? re those who seem mo

Listen and See 2 ◦ 5-2-2 One of the professors who came up with the definition of EQ talks about what it takes to be emotionally intelligent. (from the prime-time daily English talk show on CCTV NEWS：Dialogue) ◦ 1. Play the video; ◦ 2. Ask one student to retell what it takes to be emotionally intelligent based on the information from the video. ◦ 3. Ask students to work in pairs and discuss the following question: Have you noticed the differences people around you display in terms of identifying, understanding, managing and using emotions, no matter in themselves or in others? Are those who seem more capable in this regard actually higher achieversin life?

In-Class Activity 2 Role Play Impromptu Speech Making(Pair Work) Purpose: to incorporate the understanding of body language into making impromptu speeches Step 1)The teacher writes on slips of paper at least 3-5 examples of commonly used forms of body language Advisable examples: crossing arms across the chest; scratching the chin or touching the ear while speaking; head tilting to one side while staring at somebody; consistent eye-to-eye contact, etc Step 2) One student will be called up to the front and draw one slip of paper. The student acts out the form of body language accordingly and the instructor invites another student to interpret what is implied in this. Other students will be asked to do the same in turn

In-Class Activity 2 Role Play & Impromptu Speech Making (Pair Work) ◦ Purpose: to incorporate the understanding of body language into making impromptu speeches Step 1) The teacher writes on slips of paper at least 3~5 examples of commonly used forms of body language. Advisable examples: crossing arms across the chest; scratching the chin or touching the ear while speaking; head tilting to one side while staring at somebody; consistent eye-to-eye contact, etc. Step 2) One student will be called up to the front and draw one slip of paper. The student acts out the form of body language accordingly and the instructor invites another student to interpret what is implied in this. Other students will be asked to do the same in turn

Class Activity 3 Brainstorming and Impromptu Speeches(Group Work) Purpose: to reinforce skills in making an impromptu speech o In order to communicate well with students, teachers in your university need to know more about how to use their facial expressions, body posture and gestures more effectively. Students are given three minutes to put forward suggestions on these aspects and then several of them will be called up randomly to the front to make an impromptu speech

In-Class Activity 3 Brainstorming and Impromptu Speeches (Group Work) ◦ Purpose: to reinforce skills in making an impromptu speech ◦ In order to communicate well with students, teachers in your university need to know more about how to use their facial expressions, body posture and gestures more effectively. Students are given three minutes to put forward suggestions on these aspects and then several of them will be called up randomly to the front to make an impromptu speech

AFTER-CLASS ASSIGNMENT 1.Students work in pairs and each comes up with one tricky situation to which high EQ individuals know how to respond well. Then they ask each other about how they would behave in the very situation 2. Ask students to have themselves videoed while making a speech on how non-verbal language can reveal what verbal language cannot. Encourage them to share the video with friends on social network websites 3. Students should read the two passages in"Part I Read and Think"from next unit. 4. Students should watch the two videos in "Part II Listen and See' from next unit 5. Students should read sample dialogue "At a Travel Agency

AFTER-CLASS ASSIGNMENT 1.Students work in pairs and each comes up with one tricky situation to which high EQ individuals know how to respond well. Then they ask each other about how they would behave in the very situation. 2.Ask students to have themselves videoed while making a speech on how non-verbal language can reveal what verbal language cannot. Encourage them to share the video with friends on social network websites. 3. Students should read the two passages in “Part I Read and Think” from next unit. 4. Students should watch the two videos in “Part II Listen and See” from next unit. 5. Students should read sample dialogue “At a Travel Agency