Unit 4 Body language Using Language Reading for Writing 课件 -2025-2026学年高中英语人教版选择性必修第一册

该高中英语课件围绕“身体语言”主题，系统设计了从感知、识别到表达的完整学习路径，通过快速阅读梳理文章结构，再以细节阅读聚焦不同情绪状态下的肢体表现，层层递进构建语言理解与运用的学习支架。 其亮点在于深度融合语言能力与思维品质培养，如在“识别学生情绪”环节中，引导学生通过观察眼神、姿势等非语言线索推断心理状态，强化逻辑推理与批判性思维。同时借助真实课堂情境提升文化意识，帮助学生理解跨文化沟通中的非语言信号差异。教师可借此激发学生主动观察生活的能力，学生则能在实践中发展共情力与表达力，实现学科育人目标。

Using language: Writing Describe classroom body language Unit 4 BODY LANGUAGE To read a passage about how a teacher knows her/ his students by body language To learn to write a passage to describe the body language of a person To learn some important words and sentence patterns Learning Objectives In this class, you will They are talking in the class. She is sleeping in the class. He is waiting for class to end. He is wandering in the class. He is listening to the teacher carefully. 1 2 5 3 4 Classroom body language can help a teacher to know students better. Lead-in 1. Who might be the writer of this passage? A teacher. 2. What might be the answer to the question in the title? By looking at their body language. How Do I Know My Students? Prediction 添加文本信息 Read the passage quickly and find the answers. 1. In which paragraphs does the author introduce the issue?__________ 2. In which paragraphs does the author recognize when students are distracted?_________ 3. In which paragraphs distinguish when students are troubled?________ 4. In which paragraphs recognize when students are interested or bored?____ 5. In which paragraphs confirm the importance of classroom body language? ________ Para.1-2 Para. 4 Para. 5 Para. 3 Para. 6 Fast-reading Introduction Examples Conclusion Para ①② Para ③ Para ④ Para ⑤ Para ⑥ While-reading Read for structure(自主学习) Part Main idea 1 Introduce the topic 2 When students are interested, bored, distracted and troubled 3 Make a conclusion Fast-reading 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? My answer? I look at their body language. How do I know my students? I look at their body language. How does the writer arouse readers’ interest? Was it difficult to know the students? Why? what is going on in the minds of my students 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? My answer? I look at their body language. I look at their body language. students’ unique character communication limited By asking a question to lead in the topic [俗语]what makes sb. tick某人做事的动机，心理 (喻指做事情的目的/原因) a tough task Reading for the content (para1-2) Detailed-reading 7 Read, underline students’ body language and guess the hidden meanings Reading for the content(Para3-5) Detailed-reading 8 When students are interested: look up and make eye contact lean forward and look at me Detailed-reading When students are bored: have their head lower to look at their watch lean their heads together look up without eye contact and have the same distant (心不在焉的)expression on their face Detailed-reading Q2: According to the teacher, what is some students’ favourite activity? Daydreaming. Q3: What does the phrase “who knows what” mean? It is impossible to tell what they are interested in. Recognise when students are distracted Detailed-reading Reading for the content(Para4) When students are distracted: look anywhere but at the teacher daydreaming with their chins on their hands, they stare out of the window or up at the ceiling Detailed-reading Students are distracted Recognise when students are troubled Reading for the content(Para 5) Detailed-reading When students are troubled: frown sad worried hide their faces in their hands sad or worried embarrassed or ashamed afraid of being called by the teacher. their eyes are red from weeping deeper issues like having conflicts with others. Detailed-reading Reading for the content (para6) Ultimately, my duty is helping every student 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 all get the most out of school. Reacting to body language is an important component of being a teacher. Read the last paragraph and think about why the teacher think body language is important. Detailed-reading 单击此处添加标题 ___ 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 Match the body language with the meanings.(P45, Ex.2) Post reading Thinking :How can body language help us in continuation writing（读后续写）? It makes our description more vivid and authentic. Post reading joyful Task 1: try to describe their body language. upset/disappointed angry shocked nervous /worried scared/frightened Post reading 18 1.Stuck in a burst of sorrow, she tried in vain to fight back her tears. 2.Her heart ached, tears streaming down her cheeks. excited/delighted upset/disappointed 1.A bright smile appeared on his face. 2.He laughed, his eyes sparkling with joy. angry 1.He glared at me with burning eyes. 2.He stood there with crossed arms, looking angry. Post reading shocked 1.His eyes became as wide as sea, and his throat shook. 2.He stood there with a pale face and his eyes wide open. nervous /worried 1.She began to beat wildly and her mind went blank. 2.He stood in front of the class, with his hands holding his paper, shaking. scared/frightened 1.My eyes widened with horror, my face turning pale and palms sweating. 2.My heart beat so violently, too scared to move an inch. Post reading Thank you for your listening $