Unit 4 Assessing Your Progress （写作课课件）英语人教版选择性必修第一册

该高中英语课件聚焦“课堂肢体语言的观察、描述及学习状态解读”核心知识点，通过文本阅读与具体案例（如学生交谈、认真听讲等）导入主题，Pre-Writing分析文章“引入-主体-结论”结构，While-Writing分段落指导不同肢体语言细节描写，Post-writing提供自评量表，构建从输入到输出的完整写作学习支架。 其亮点在于以语言能力培养为核心，融合思维品质与学习能力提升。While-Writing中通过“interested”（lean forward, eye contact）与“bored”（look at watch, distant expression）的对比描写，训练精准表达，Post-writing自评量表从内容、结构等维度引导学生反思，提升自主学习能力。学生能掌握细节描写与逻辑组织，教师可依托清晰步骤和评价工具优化教学。

Unit 4 Body Language 高中英语人教版选择性必修第一册 Assessing Your Progress 写作课 Contents 1. Lead in 2. Pre-Writing 3. While-Writing 4. Post-writing（Self-assessment） 5. Homework 01. Lead in 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. Lead in Lead-in Body language is a significant nonverbal communication method, especially in classroom situations. Students’ gestures, eye contact, facial expressions and sitting postures can truly reflect their learning states and inner emotions. Mastering the ability to observe and describe classroom body language helps us understand others and achieve better communication. Core theme: Observe and describe classroom body language, interpret students’ learning states and inner feelings. 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. Lead-in 02. Pre-Writing 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. Pre-Writing Introduction How the teacher identifies her students’ body language Conclusion How many parts can it be divided into? What is the main idea of each part? Pre-Writing Pre-reading Part 1 (para 1-2) Introduction to the topic Para3 Recognise when students are _______ or _______ interested bored Para4 Recognise when students are _______ distracted Para5 Distinguish when students are _______ troubled Part 2 (para 3-5) students’ body language &feelings Part 3 (para 6) Conclusion How does the writer arouse readers’ interest in part 1? Pre-Writing What is the type of the passage? Argumentation (议论文） Narration（记叙文） Exposition （说明文） Pre-Writing What is the structure of the passage? A B C Pre-Writing 03. While-Writing lean their heads together. Para 3: Recognise when students are interested or bored. When students are interested When students are bored has his head_________to look at his watch lowered ______forward and look at the teacher look up and ________eye contact make lean ____________ without eye contact & have the same distant expression _____ their heads together lean look up Tip 1 Bring focus to different body parts While-Writing Para 4: Recognise when students are distracted. 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-Writing Para 5: Distinguish when students are troubled. troubled angry, afraid, or anxious arms crossed in front of their chests and legs closed or crossed sad or worried embarrassed or ashamed deeper issues wear a frown hide their face in their hands not brush hair and eyes are red from weeping While-Writing 04. Post Writing （Self-assessment） Post Writing（Self-assessment） 一、五档25分制评分标准 第五档（很好）(21～25分)： (1) 紧扣课堂肢体语言描写主题，动作、神态细节丰富真实，学习状态与情绪解读精准，内容完整，逻辑连贯； (2) 熟练运用单元核心词块与定语从句、非谓语等高级句式，语言准确地道，几乎无错误，不影响语义表达； (3) 恰当使用对比、因果过渡词，段落层次清晰，前后呼应，主旨升华自然。 Post Writing·Self-assessment 二、写作自评量表 评价维度 评价标准 达标 待改进 未达标 审题内容 紧扣主题，完成细节描写、状态解读、主旨总结三点要求       结构逻辑 引入—描写—解读—总结结构完整，层次清晰       语言表达 使用单元词块与高级句式，时态、语法准确       衔接过渡 合理使用对比、因果、总结过渡词，行文流畅       字数规范 词数控制在90-110词之间，符合写作要求     Post Writing·Self-assessment 三、常见雷区总结 1. 只描写肢体动作，不解读背后学习状态与情绪，内容空洞； 2. 句式单一，全程简单句，未使用单元重点句式与词块； 3. 无过渡词衔接，段落生硬，逻辑混乱； 4. 偏离课堂场景，描写无关肢体语言。 05. Homework Lead-in Homework 同类巩固 你校英文报正在开展以 Classroom Body Language 为主题的征文活动，请你用英文写一篇短文投稿。内容包括： 1. 简述课堂肢体语言的作用；2. 描述课堂上典型的肢体语言及对应的学习状态；3. 谈谈你的感悟。 注意： 1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。 _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Homework Classroom Body Language Body language is an essential form of nonverbal communication, which clearly shows students’ real learning states in class. In class, different body languages convey different messages. Hardworking students lean forward and keep eye contact with teachers, showing they are absorbed in study. In contrast, students who rest their chins on hands and stare out of the window are usually distracted and daydreaming. Those who wear a frown may feel confused about difficult knowledge. Classroom body language speaks louder than words. Understanding these silent gestures helps teachers adjust teaching methods and communicate with students more effectively, creating a better learning atmosphere. 参考范文 Thank you for your listening $