人教版（2019）选择性必修第一册 Unit 4 Body Language 读写课课件(共14张PPT)
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| 名称 | 人教版（2019）选择性必修第一册 Unit 4 Body Language 读写课课件(共14张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 13.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-21 00:29:14 | ||
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(共14张PPT)
What I hide by my language, my body utters.
---Roland Barthes
How do I Know My Students
Part 1: Para.1-2 Introduction
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.
Why don’t I directly talk to them to know their thoughts
How do you understand ”know what makes each student tick”
Read for details
Part 2: Para.3-5 Examples : interested & bored
Body language Meaning
Read for details
look up, make eye contact
interested
lean forward, look at me
really interested
lower his head, look at his watch
bored
two friends leaning heads together
writing notes
look up, an absence of eye contact, distant expression
like they are asleep
no/lack of
not paying attention/ abstracted
Part 2: Para.3-5 Examples: distracted
Read for details
look away
distracted/unable to pay attention
chin on hand,
occupy himself by staring out of the window
daydreaming
be busy
Part 2: Para.3-5 Examples: troubled
Read for details
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.
Part 3: Para.6 Conclusion
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 all get the most out of school. Reacting to body language is an important component of being a teacher.
Read for details
So they can all get the most out of school, and I can carry out my duty of helping every student to learn.
a win-win
make full use of
Content Description Reference
Who(name, occupation, relationship with you)
Body language (What’s his/her typical body language ) make eye contact, learn forward, lower one’s head, an absence of eye contact, distant expression, occupy oneself by, frown...
Occasion(When will he/she have such kind of body language )
Meanings(What feelings or meanings are conveyed by his/her body language ) interested, bored, confused, distracted, troubled, embarrassed, ashamed, anxious...
Personality(What kind of person is he/she )
Draw and describe
This is my colleague Mr. Wang, who is a head teacher. Leaning forward against the door, he occupies himself by perceiving his class without being noticed every now and then. It is easy to recognise that he is eager to distinguish whether students are distracted or troubled so that he could intervene and offer help. In my view, he is a very responsible and devoted teacher who concerns about his students which you can tell from his caring and concerned look.
Content Who-Body language-Occasion-Meanings-Personality; (1-5)
Language Use at least 4 newly-learned words; Proper and vivid description Correct grammar, punctuation, and spelling (1-5)
Structure Introduction-Examples-Conclusion; Coherent and logical (1-5)
Handwriting Clear and beautiful (1-5)
Drawing Creative and representative (1-5)
Total scores
checklist
Evaluation
The structure and content are complete and logical. Some newly-learned expressions about classroom body language are properly used.
The meaning of the person’s body language is accurately interpreted.
The drawing is abstract! With lots of advanced words and expressions about classroom body langauge,the description is vivid and attractive.
Pay attention to the handwriting.
"Those who work alone, add; those who work together, multiply.”
The Belt and Road Spirit: "peace and cooperation, openness and inclusiveness, mutual learning and mutual benefit".
shared future
What I hide by my language, my body utters.
---Roland Barthes
How do I Know My Students
Part 1: Para.1-2 Introduction
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.
Why don’t I directly talk to them to know their thoughts
How do you understand ”know what makes each student tick”
Read for details
Part 2: Para.3-5 Examples : interested & bored
Body language Meaning
Read for details
look up, make eye contact
interested
lean forward, look at me
really interested
lower his head, look at his watch
bored
two friends leaning heads together
writing notes
look up, an absence of eye contact, distant expression
like they are asleep
no/lack of
not paying attention/ abstracted
Part 2: Para.3-5 Examples: distracted
Read for details
look away
distracted/unable to pay attention
chin on hand,
occupy himself by staring out of the window
daydreaming
be busy
Part 2: Para.3-5 Examples: troubled
Read for details
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.
Part 3: Para.6 Conclusion
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 all get the most out of school. Reacting to body language is an important component of being a teacher.
Read for details
So they can all get the most out of school, and I can carry out my duty of helping every student to learn.
a win-win
make full use of
Content Description Reference
Who(name, occupation, relationship with you)
Body language (What’s his/her typical body language ) make eye contact, learn forward, lower one’s head, an absence of eye contact, distant expression, occupy oneself by, frown...
Occasion(When will he/she have such kind of body language )
Meanings(What feelings or meanings are conveyed by his/her body language ) interested, bored, confused, distracted, troubled, embarrassed, ashamed, anxious...
Personality(What kind of person is he/she )
Draw and describe
This is my colleague Mr. Wang, who is a head teacher. Leaning forward against the door, he occupies himself by perceiving his class without being noticed every now and then. It is easy to recognise that he is eager to distinguish whether students are distracted or troubled so that he could intervene and offer help. In my view, he is a very responsible and devoted teacher who concerns about his students which you can tell from his caring and concerned look.
Content Who-Body language-Occasion-Meanings-Personality; (1-5)
Language Use at least 4 newly-learned words; Proper and vivid description Correct grammar, punctuation, and spelling (1-5)
Structure Introduction-Examples-Conclusion; Coherent and logical (1-5)
Handwriting Clear and beautiful (1-5)
Drawing Creative and representative (1-5)
Total scores
checklist
Evaluation
The structure and content are complete and logical. Some newly-learned expressions about classroom body language are properly used.
The meaning of the person’s body language is accurately interpreted.
The drawing is abstract! With lots of advanced words and expressions about classroom body langauge,the description is vivid and attractive.
Pay attention to the handwriting.
"Those who work alone, add; those who work together, multiply.”
The Belt and Road Spirit: "peace and cooperation, openness and inclusiveness, mutual learning and mutual benefit".
shared future