Unit 4 Body language Reading for Writing 课件-2024-2025学年高中英语人教版（2019）选择性必修第一册

Unit 4 Using Language How Do I Know My Students? Learning Objectives 01 Get a better understanding of body language by hearing and talking about how people use and understand body language 02 Develop the ability to predict the main idea from the title and outline the structure by skimming 03 Apply the non-verbal language into the practice of our reality Leading-in Ⅰ Reading Ⅱ Writing III Homework IV contents 3 Lead-in PART 01 As an educator, how do I know my students? 5 Two girls are talking in the class. The boy is sleeping in the class. The boy is waiting for class to end. The boy is wandering in the class. The boy is listening to the teacher carefully. What are they doing? These are all classroom body language. Classroom body language can help a teacher to know his/her students better. Now, let's read a text to know how a teacher know his/her students by classroom body language. Reading PART02 Before-reading:Think about Read para.1&2 and pick out the correct answer. How is the para.1&2 developed? A. By asking questions B. By presenting research result C. By introducing a phenomenon D. By analyzing cause and effect As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don’t speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. So, how can I really know what makes each student tick? How do I know my students? 作为一名教育工作者，人们经常问我，我是怎么知道学生的脑子里在想什么的。许多学生生性腼腆，沉默寡言。同时，班上的学生有四十多人，想与每位学生一对一谈话不是那么容易。那么，我是如何搞清楚每个学生为何会这样(或那样)的呢？ 教师，教育工作者 不那么...not all that +adv/adj. adj,一对一的 打勾，勾号（形成某人性格的/影响某人行为的思想‘见解、情感；使某人这样做的原因 main idea: Introduction and give a question(the last sentence). 引出下文 1. 第一段段首尾照应，以问题开始，以问题结束，引起读者的兴趣。 While-reading My answer? I look at their body language. 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. main idea: Introduction and answer the question 学生对一堂课感兴趣时，很容易就可以看出来。大部分学生会抬头看，并且有眼神交流。我开玩笑时，他们露出笑容。我讲到难点时，他们一脸茫然。然而，学生兴趣盎然时，我也看得出来，因为他们会身体前倾，注视着我。人们在对某个事物感兴趣时，往往会身体前倾。 1.How does the teacher know what students are thinking? By looking at their body language. 倾向于做某事 倾斜（向前倾） 趋势（倾向于做某事） 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. 所以，如果一名学生低头看手表，这就表明他觉得无聊，数着时间，只盼早点下课。如果两个好朋友把头靠在一起，那么他们很可能是在互相写纸条。当然，不是所有抬着头的学生都是在认真听课。有些学生虽然抬着头，却没有眼神交流。他们的眼睛几乎不动，脸上表情疏远呆滞，好像睁着眼睛在睡觉。 Recognise when students are interested or bored。 main idea: 意味着 数着...结束 关注，注意 ...的缺乏 几乎不 似乎，好像 have sth. done使某物处于某种状态 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. 有些学生在自娱自乐。整节课他们始终盯着别的东西，没看我一眼。此外，有些学生最喜欢的活动就是做白日梦。他们托着下巴，全神贯注地盯着窗外或天花板。一定是什么东西吸引了他们的注意力，但是谁也不知道到底是什么。重要的是提醒走神的学生专心听讲。 main idea: Recognise when students are distracted 被...逗乐 spend time (in)doing sth. 除了 此外 下巴 专注于 盯着 天花板 分散注意力（走神） 2.According to the teacher, what is some students' favourite activity? Daydreaming. 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. 尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。愤怒、害怕或焦虑的学生会双臂交叉放在胸前，双腿并拢或交叉，像是在保护自己的身体。伤心或忧虑的学生几乎总是皱着眉头，也会双手捂脸，一副尴尬或羞愧的样子。 虽然，尽管 察觉 辨别，区分 焦虑的 胸部 保卫，保护 皱眉头 尴尬的 害羞，羞愧 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. 有些学生这副模样，只是因为他们害怕老师提问。但是，要是学生都懒得梳头，并且两眼因哭泣而发红，那么我能够推断她遇到了更严重的问题。极有可能她与同学或家人发生了很大的冲突。不管是什么，我知道我必须去探个究竟，搞明白发生了什么事情。 Distinguish when students are troubled. main idea: 只是 提问 操心，费心（懒得做某事） 哭泣 有影响 推断 矛盾，冲突（与某人发生冲突） 打听，询问 问 Ultimately, my duty is helping every student to learn. Their body language lets me know when to adjust class activities, when to intervene, and when to talk to students individually, so they can get the most out of school. Reacting to body language is an important component of being a teacher. 最后，我的职责是帮助每一位学生学习。他们的肢体语言让我知道该何时调整课堂活动、何时干预、何时与学生单独谈话，从而让他们在校收获最大。对肢体语言作出反应是教师职责的重要组成部分。 Conclusion main idea: 3.Why does the teacher think body language is important? 最后 调整 干预 单独地 回应，反应（对...作出回应） 组成部分 With students’ body language, the teacher can know when to adjust class activities, when to intervene, and when to talk to students individually so as to enable her students to get the most out of school. Post-reading:Think about what’s the type of the passage? A. Narration记叙文 B. Augementation议论文 C.Exposition说明文 D.Application应用文 Post-reading:Read the text and answer the questions. (1)In which paragraphs does the author: ●introduce the issue?__________ ●recognize when students are interested or bored?_ ●recognize when students are distracted?______ ●distinguish when students are troubled?______ ●confirm the importance of classroom body language ________ Para.1-2 Para. 4 Para. 5 Para. 3 Para. 6 17 Read and Think (style & organization) Introduction (Para 1&2) Part 1 Part 2 Part 3 Conclusion (Para 6) Body (Para 3&5) Para.3: Recognize when students are interested or bored Para.4: Recognize when students are distracted Para.5: Distinguish when students are troubled Exposition (说明文) Structure 总 ↓ 分 ↓ 总 19 Title Part Purpose or main idea Para. 1-2 Para. 3-5 Para. 6 How do I know my students? Introduction to the topic: Classroom Body Language Body: Examples of classroom body language and what they imply Conclusion: confirm the importance of classroom body language (2). How many parts can the text be divided into? What’s the main idea of each paragraph? 20 Exercises PART02 2.Underline all sentences used to describe studdents’ body language then 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 3. Look at the follow photos. In groups, discuss what these people are doing and what their body language is telling you It seems the teacher is pointing at a male student, who is looking up with a serious expression on his face. I think the teacher is scolding him for something. Meanwhile, the girl sitting beside is smiling with one hand covering her mouth. Perhaps she is amused that the other student is being 训斥. 24 The boy is giving a fist pump挥舞拳头 and smiling. This is normally done when someone has just accomplished something good and wants to celebrate. The boy is leaning over and whispering something interesting to the girl in her ear. Th girl is listening to it with so much enjoyment, covering her mouth with both her hands to avoid giving a loud laugh. Writing PART03 主题写作——人际交往 1.写作任务 假如你是李华，你的法国朋友Tom将来中国旅游，发邮件向你询问中法日常生活肢体语言的异同。请你回复邮件，内容包括： 1.表示欢迎； 2.不同点：在中国，与朋友见面时握手；“OK”表示“好的”； 3.相似点：见面微笑；表示“睡觉”或者“吃饱了”等意思时。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 2.写作思路 （1）一审：体裁，结构，主题 体裁：应用文—书信类 主题：介绍肢体语言的异同 （2）二定：时态与人称 时态：一般现在时为主 人称：第一人称为主，第二，三人称为辅 （3）三明确：明确写作要点 写作目的：欢迎朋友并介绍两国肢体语言的异同点 详细内容：①表示欢迎 ②介绍中法肢体语言的异同点 ③表达愿望或希望 结构：四段 第一段：回信表示欢迎 第二段：介绍中法两国肢体语言的不同之处（举例1-2） 第三段：介绍中法两国肢体语言的相同之处（举例1-2） 第四段：表达希望或愿望 注意：书信的格式，称呼，正文，表达希望或愿望，署名 3.素材整理 （1）关键词语 vary from...to 与...不同=be different from shake hands 握手 proper distance 合适的距离 On the other hand 另一方面 nod the head 点头 （2）完成句子 1._____________that you _____________________________. 听说你要来中国。 2. I am ____________ to show my warmest welcome. 我回信表达我最热情的欢迎。 3.Body language__________________________________________. 各种文化中的肢体语言都不相同。 4.I ______________________________ can be of great help to you. 我真心希望我的介绍能够对你有所帮助。 Hearing will come to China writing varies from culture to culture deeply hope my introduction 佳作赏析 Dear Tom, Hearing that you will come to China, I am writing to show my warmest welcome. Body language varies from culture to culture. For example, when we meet our friends in China, it is proper for us to shake hands with others rather than kiss on the hand and keep a proper distance.And in China,the gesture for “OK”means “Yes”. On the other hand, some gestures have the same meaning. We favour smiling or nodding the head to greet someone, if we want to sleep or express “I’m full”,just do the gestures as you do. I deeply hope my introduction can be of great help to you. Yours, Li Hua Homework PART04 假如你是李华，你的英国朋友Jack将来中国旅游，发邮件向你询问中英日常生活肢体语言的异同。请你回复邮件，内容包括： 1.表示欢迎； 2.不同点：在中国与朋友交谈时要注意距离，与长者交谈不能目光直视对方 3.相似点：见面握手，微笑；。 注意： （1）词数80左右； （2）可适当增加细节，以使行文连贯。 Writing THANKS! $$