Unit4 Body Language Using Language(情境教学课件）-【上好课】高二英语同步备课(人教版2019选择性必修第一册）

Using Language Unit 4 Body Language 人教版2019选择性必修第一册 Describe classroom body language Learning Aims In this period, you will： 1. learn about the significance of classroom body language and understand its meanings; 2. discuss and accurately describe body language observed in a classroom setting; 3. compose an article that logically and coherently describes body language with what you have learned in the reading text. Reading Lead-in Task 1: Watch and Identify Mr Bean in class 1. Does he listen attentively in class? 2. How does he feel? 3. How do you know? Lead-in Task 1: Watch and Identify Mr Bean’s body language in class I’m sleepy. unable to lift eyelids Lead-in Task 1: Watch and Identify look at the deskmate look at the ceiling turn around distracted gaze眼神涣散 one corner of the mouth raised I’m incredibly bored. More body language in class Warming up If you were a teacher, how would you judge whether your students are attentive or not? Classroom body language may help a lot! Predicting How do I Know My Students? 1. Who does “I” in the title refer to? 2. What will the text mainly tell us about? an educator / a teacher Maybe about how the teacher knows about the students’conditions, feelings or thoughts in the class. Skimming Task 1 Skim for the genre(体裁). What is the genre of this passage? Argumentation Narration Description Exposition D Exposition So, how...? Part 1 (para 1-2) Lead in the topic interested bored Para3 Recognise when students are _______ or _______ interested bored Para4 Recognise when students are _______ distracted troubled Para5 Distinguish when students are _______ troubled ultimately Part 2 (para 3-5) students’ body language &feelings Part 3 (para 6) Conclusion distracted ●general ●specific ●general Detailed Reading Task 1 Read for the answers to the following questions. 1.How does the teacher know what students are thinking? 2.According to the teacher, what is some students’ favorite activities? 3.What does the phrase “who knows what” mean? Detailed Reading Task 1 Check the answers 1.How does the teacher know what students are thinking? By looking at their body language. 2.According to the teacher, what is some students’ favorite activities? Daydreaming. 3.What does the phrase “who knows what” mean? It is impossible to tell ( what they are interested in ). Task 2 Read for the body language and the meanings. It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused . I know when students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. If two friends are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces. It is as though they are asleep with their eyes open. look up and make eye contact lean forward and look at the teacher interested bored lower one’s head to look at one’s watch look up but no eye contact eyes barely move, the same distant expression Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students’ favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class. Para 4 feelings body language distracted look anywhere but at the teacher stare out of the window or up at the ceiling, with their chins on their hands What would a teacher do when he/ she finds students distracted? Remind them to pay attention in class. While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. Some students act this way merely because they are afraid of being called on by the teacher. However, if a student does not bother to brush her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on. Para 5 angry, afraid, or anxious sad or worried embarrassed or ashamed deeper issues arms crossed in front of their chests and legs closed or crossed frown hide their face in their hands not brush hair and eyes are red from weeping troubled Task 3 Read for the language feature 1 1. Reacting to body language is an important component of being a teacher. 2. They spend all their time looking anywhere but me. 3. They are afraid of being called on by the teacher. 4. They occupy themselves by staring out of the window. 5. The main thing is reminding distracted students. 6. Some students’ favorite activity is daydreaming. 7. My duty is helping every student to learn. 8. Not everyone who looks up is paying attention in class. 动词-ing形式作宾语 动词-ing形式作表语 Read for the language feature 2 1. So, how can I really know what... ? 2. It is easy to recognise when students... 3. ..., it implies he is bored... 4. While it is easy to perceive when... 5. ..., it is sometimes much harder to distinguish... 6. ..., then I can infer... 知道；了解 认出；识别 意味着；暗示 察觉；感知 区分；辨别 推断；推论 Read for the language feature 3 1. Most tend to look up ... 2. People have a tendency to lean forward... 3. ... a student has his head lowered to ... 4. ... may have their arms crossed ... 5. ... they are asleep with their eyes open ... 6. With their chins on their hands, they... 7. ...or crossed, like they are guarding ... 8. They ...hands like they are embarrassed... 倾向于做某事 have/has +身体部位+v.pp with +身体部位+adj./介词短语/v.pp/ ... like + 主语 +be + doing/ adj./v.pp/ ... tend to do sth have a tendency to do sth 描述肢体语言的一种表达方式，表示“使某身体部位被……” 描述肢体语言的一种表达方式，with的复合结构作状语 like为介词，此处意为“好像；仿佛；如同”，用于说明该肢体语言表达的意义。 Summary Content of the text look up make eye contact lean forward interested look up but no eye contact have one’s head lowered to look at one’s watch eyes barely move same distant expression bored students’ body language in class Summary Content of the text look anywhere but at the teacher chins on their hands, stare out of the window or at the ceiling distracted arms crossed in front of their chests legs closed or crossed frown hide their face in their hands not brush hair and eyes are red from weeping troubled students’ body language in class Summary Useful Expressions at the same time however of course then again whatever it is, … ultimately when/if… It is as though/if... with + 宾 + 宾补 have + 宾 + 宾补 It is hard /easy/…to do sth. tend to have a tendency to … look up eye contact make a joke lean forward pay attention be interested in wear a frown be afraid of call on at work have conflicts with one-on-one conversation linking structures phrases Practice：Match the body language with the meanings. Write the letters A-J on the lines. 1 Looking up and making eye contact 2 Leaning over to look at one’s watch 3 Two friends leaning heads together 4 Leaning forward and looking at the teacher 5 Looking up, but no eye contact, no expression 6 Looking away 7 Chin on hand, looking out the window 8 Looking down, arms or legs crossed 9 Frowning 10 Hair not brushed, red eyes A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety C B F A H E I D J G Discussion Task 1 Discuss in groups why you think body language is important to teachers? talk to students individually By observing students’ body language in class, teachers may know when to intervene adjust class activities inquire and assess what is going on to help students get the most out of school. Discussion Task 2 Look at the following photos. In groups, discuss what these people are doing and what their body language is telling you. what why who Discussion Task 2 It looks like many students are raising their hands to speak. Perhaps the teacher has just asked the class a question. The boy is giving a fist pump and smiling. This is normally done when someone has just accomplished something good and wants to celebrate. The boy is telling a joke to the girl in secret, and she is hiding her face because she is laughing. Writing Writing Do you know Charlie Chaplin, who is a master of non-verbal humor? This is a picture of him in the movie City Lights as a little tramp named Charlie. Observe the picture, pay attention to his body language and clothing, and then try to describe his body language, meaning and personality with what you have learned. Writing Attention like + 主语 +be + doing/ adj./v.pp/ ... language features learned 倾向于做某事 tend /have a tendency to do sth have/has +身体部位+v.pp with +身体部位+adj./介词短语/v.pp/ ... 动词-ing形式作宾语/ 表语 Writing Scaffold(脚手架) What’s his body language in the picture? Body language When does he have such a body language? What feelings or meanings are conveyed by his body language? What kind of person is he? Personality 01 02 Occasion 03 Meaning 04 Writing Tips The person should be properly identified. Your description should be clear, ordered and well-organized. 1 2 The person’s personality and feelings should be included, and supported by the body language. 3 Pay attention to correct grammar, punctuation and spelling. 4 Writing Task 1: Outline making Structure general specific general Content A brief introduction to Charlie Chaplin and the importance of body language in his performance. Description of his body language and his clothing in the picture and the meanings of the body language. His feelings and personality. Posture Gesture & Movements Facial Expression Writing Task 2: A template to refer to Charlie Chaplin is widely known for his (非语言幽默), in which he created (令人难忘的小流浪汉形象). His unique physical comedy, expressiveness, and ability to convey a wide range of emotions (通过肢体语言和面部表情) made him a legend. In the picture, Charlie (头歪向他的右方，右手从后拖着他的脑袋). However, his body is straight, (左手拄着一根拐杖， 双脚站成经典的八字). (他轻闭双眼，嘴巴张开打着哈欠). From this, (观众不难看出， 他很瞌睡，并且在以这样的姿态睡觉). At the same time, his coat is too small, (裤子又肥又大，鞋子又大又破), (这表明他的生活窘迫) . I am deeply moved and motivated by his body language. Although Charlie is leading a poor and miserable life, he still (保持一种坚忍又乐观的生活态度). Meanwhile, I am greatly sympathetic to Charlie, he is very lonely and helpless, also from his posture of sleeping while standing, (我能看出这一点). Task 3 Draft making and Evaluating 1. Make a draft on your own based on the guidance and what you have learned. 2. Exchange your draft with your partner, and evaluate for each other. 3. Take your draft back and revise it. Use the checklist to help you review and evaluate your partner’s draft. Is the person properly identified? Is the description clear, ordered and well-organized? Does the writer give his/her impressions of the feelings and personality of the person in the drawing, and also explain why he/she has these impressions? Does the writer use correct grammar, punctuation, and spelling? A sample writing Charlie Chaplin is widely known for his non-verbal humor, in which he created the unforgettable character of the little Tramp. His unique physical comedy, expressiveness, and ability to convey a wide range of emotions with just his body language and facial expressions made him a legend. In the picture, Charlie has his head tilted to the right and his right hand is holding his head from behind. However, his body is straight, with his left hand holding a walking stick, and his feet are standing in the classic splayed position. Let’s turn to his facial expression, he has his eyes slightly closed and his mouth open, yawning.From this, it’s not hard to recognise he is extremely sleepy, and he is sleeping in such a posture. At the same time, his coat is too small, and his trousers are fat, large and dirty, his shoes are wornout and extraly large, which implies he is leading a poor and miserable life. I am deeply moved and motivated by his body language. Although Charlie is leading a poor and miserable life, he still keeps a perseverant and optimistic attitude towards life, and I think he has a great adaptability, because he can sleep while he is standing. Meanwhile, I am greatly sympathetic to Charlie, he is very lonely and helpless, also from his posture of sleeping while standing, I can infer it. Writing Link to tests Body language and its meanings in continuation writing ●Smile: A smile can express happiness, friendliness, or reassurance. eg. He smiled warmly./She offered a shy smile. ●Eye contact: Direct eye contact can show confidence, interest, or honesty. eg. Their eyes met, creating an unspoken connection. ●Nodding: Nodding indicates agreement, understanding, or encouragement. eg. She nodded in approval. /He nodded his head to show he was listening. ●Shaking the head: This can convey disagreement, disbelief, or refusal. eg. She shook her head, denying the suggestion. ●Crossing arms: This can suggest defensiveness, discomfort, or closed- mindedness. eg. He crossed his arms, creating a barrier. ●Touching one’s own face: This can indicate embarrassment, contemplation, or lying. eg. She touched her cheek, blushing slightly. ●Fidgeting(坐立不安) : This can show nervousness, restlessness, or boredom. eg. He fidgeted with his pen, unable to stay still. ●Holding hands: This is a sign of affection, support, or unity. eg. They held hands, offering each other comfort. ●Posture: Good posture can express confidence, while slouching may indicate laziness or sadness. eg. She stood tall, radiating confidence. ●Facial expressions: These can range from raised eyebrows for surprise to furrowed brows for concern. eg. His face fell when he heard the news. Assessment Aspects to consider Self-evaluation Peer-evaluation Have a clear structure and use different sentence patterns of the text. Applied v.-ing form as object and predicative in the text Useful expressions learned in reading properly used in writing. Some of your own thoughts contained. Beautiful handwriting Assignment 假定你是李华，今天放学时你的好朋友Mary形色匆匆，不像往常一样跟你一起放学回家。你回忆起她今天在学校时的反常情况：课间不与他人交流，频繁看表，眉头紧锁，眼睛好像哭过一样发红，下课铃一响第一个冲出教室。想到这些你对她非常担忧，请写一封电子邮件给Mary。要点如下： 1. 询问她发生了什么？ 2. 你希望对她有所帮助？ 3. 期望尽早收到她的回复。 Assignment Dear Mary, I hope this email finds you well. I couldn’t help but notice that something seemed off about you today, and I wanted to reach out and express my concern. ... ... Take care, Mary. I’m thinking of you. Yours sincerely, Li Hua “Words teach, but gestures inspire. A teacher’s body language is a powerful tool, reflecting in the hearts of students like a silent echo, illuminating the path of knowledge.” 教诲之言可听，师者之行难忘。肢体语言，无声的教育，如镜照应心灵，启迪智慧之光。 Using Language Thanks for Listening Lavf58.20.100 $$