Unit 4 Body Language Using language 教学设计 -2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design

选择性必修Book1 Unit4 Body Language

教学设计

Period 6

Teaching and learning contents: Using Language—Reading comprehension and language focus

Comprehensive teaching and learning objectives:

By the end of this period, the students will have been able to:

1) Read and comprehend the text about how a teacher knows her/ his students by body language;

2) Learn about the usage of the new language items in the text.

Teaching and learning important points:

1) Reading comprehension of the text content;

2) Learning about the usage of the new language items in the text.

Teaching and learning difficult point:

1) Reading comprehension of the text content;

2) Learning about the usage of the new language items in the text.

Teaching and learning procedure:

Step 1 Leading in

Activity 1 Leading in

1. Lead in the learning topic of this period by answering the question.

  Do you think your teacher could understand you or know what you think in mind in class without talking with you? If yes, how? (Yes. By observing the students’ body language, especially eyes. )

2. Introduce the learning objectives of this period.

Step 2 Reading comprehension

Activity 2 Pre-reading

1. Get the students to think of some feelings and try to convey the feelings by using body language or judge the feelings of some students in classroom or in pictures. Or get the students to imitate some teachers’ body language and then give explanations.

  Feelings: excited, daydreaming (absent-minded), interested, shy, embarrassed, amused, happy, satisfied.

2. Read the title of the text and predict the content and organization of such kind of text.

  (How? Examples and explanations. Introduction—body—conclusion.)

Activity 3 Reading comprehension

1. Read the text, and answer the following questions.

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’ favourite activity?

  Daydreaming.

3) What does the phrase “who knows what” mean?

It is impossible to tell (what they are interested in).

4) Why does the teacher think body language is important?

Students’ body language lets the teacher 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.

2. Guide the students summarize the main idea of teach paragraph, find out the purpose of each part of the text, and analyse the structure of the text by filling in the form.

Part	Purpose
1	Paragraphs 1 and 2: Introduction—I know my students by looking at their body language.
2	Paragraph 3: How to recognize when students are interested or bored.
	Paragraph 4: How to recognize when students are distracted.
	Paragraph 5: How to distinguish when students are troubled.
3	Paragraph 6: Conclusion—Reacting to students’ body language is important.

3. Match the body language with the meanings.

1 Looking up and making eye contact—C interested

2 Leaning over to look at one’s watch—B bored

3 Two friends leaning heads together—F writing notes

4 Leaning forward and looking at the teacher—A very interested

5 Looking up, but no eye contact, no expression—H like they are asleep

6 Looking away—E distracted

7 Chin on hand, looking out the window—I daydreaming

8 Looking down, arms or legs crossed—J angry, afraid, or experiencing anxiety

9 Frowning—D sad or worried

10 Hair not brushed, red eyes—G serious problems

Step 3 Language Focus

Activity 4 Learning about the new language items

1. educator n.教师；教育工作者；教育家

  educate vt. 教育；教导

education n. 教育；培养；教育学

e.g. Children need to be educated on the dangers of drug-taking.

有必要对儿童进行吸毒危害的教育。

The campaign is intended to educate the public to respect the environment.

这一运动旨在教育公众爱护环境。

2. People have a tendency to lean towards whatever they are interested in.   

人们在对某个事物感兴趣时，往往会身体前倾。

tendency n. 趋势；倾向

have a tendency to do sth. 有做某事的倾向；通常做某事

have a tendency to/towards(有)……的倾向

there is a tendency (for sb./sth.) to do sth. (某人/某物)有做某事的趋势

tend vi.趋向；趋于 vt. & vi.照料；护理vt.倾向于；往往会

tend to do sth. 往往会做某事；倾向于做某事

tend to/towards有……的倾向

tend (to) sb./sth. 照料某人/某物

e.g. Since Internet voting is an unavoidable tendency, it is necessary that some measures (should) be taken to make things better. 由于网络投票是不可避免的趋势，有必要采取一些措施使事情变得更好。

There is a growing tendency for people to work from home instead of in offices.

I have a tendency to make mistakes when I am tired from work. 我工作累了时就容易出错。

In fact, the ratings online have become a new form of ads, which tend to mislead customers.

事实上，在线评级已经成为一种新的广告形式，往往会误导客户。

On account of this, we can find that more and more people tend/have a tendency to help those who are in trouble. 因此，我们可以发现越来越多的人倾向于帮助那些有困难的人。

 

3.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. 因此，如果学生低头看表，这意味着他感到厌倦，正在默默倒数，等着