人教版（2019）选择性必修第一册Unit 4 Body Language Using Language 课件（共14张PPT）
文档属性
| 名称 | 人教版（2019）选择性必修第一册Unit 4 Body Language Using Language 课件（共14张PPT） |  | |
| 格式 | pptx | ||
| 文件大小 | 7.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-09-11 12:11:59 | ||
图片预览
内容文字预览
(共14张PPT)
What I hide by my language, my body utters(says).
---Roland Barthes
Unit4 body language
a turkey leg
lick its lips
yell
kick
Read the passage and figure out the meanings of body language
As Lonnie yelled, we found a turkey leg was missing. We searched around the room, under the table, but in vain. We looked at Fido, who was standing at the gate licking his lips. Surprisingly, little Lonnie still yelled and kicked in his seat, with his eyes staring at something upward. We followed his eyes' direction.There, lying on the top of chandelier was the missing turkey leg.We all jumped to our feet, dancing and screaming with joy. The room echoed with our happy laughter and our gratitude for the returning turkey leg.
Part 1
Pre-reading：the function of description of body language
satisfied
impatient\anxious
curious about sth upward
thrilled/
overjoyed
Tip1：Description of body language plays an important role in showing the characters’ feelings.
Where might they be
What does their body
language tell you
Lean forward and look up
Lean heads together
Chin on her hands
In a classroom
How do I know my students
Read for main idea
How do I know my students
Who asked this question
Who answered this question
What do they need to know about
my students And how
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.
②
①
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.
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.
Detailed reading
Read Para 3 to Para 5 carefully and underline the body language to show different feelings.
Para 3: Recognise when students are interested or bored
interested
1. look up and make eye contact
2. lean forward and look at the teacher
bored
1. have one’s head lowered to look at his/her watch, count the minutes
2. look up, but no eye contact, distant expression
3. eyes barely move
Para 4: Recognise when students are distracted.
1. look anywhere but at me
2. with their chins on their hands
3. stare out of the window or up at the ceiling
Para 5: Distinguish when students are troubled.
1. have their arms crossed
2. have their legs closed or crossed
3. wear a frown
4. hide their faces in their hands
Tip2：Description of body language is based on the use of various verbs.
Part 2
Q: Why do the teachers think students’ classroom 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.
Read for specific details.
Post-reading: Learn to describe body language
Part 3
Apply what you have learnt to the description of the following classroom behaviours.
bury his head in the book
turn the book upside down
sleepy
hold his book up;
stare out of the window; daydream
distracted
sit straight up
take notes
wear a wide smile
focused
stare at the clock, eyes barely move,
count the minutes
bored
Post-reading: Learn to describe body language
1. So focused was Jack that he sat straight in his chair and took notes carefully, with a wide smile worn on his face/ wearing a wide smile.
2. Wearing a wide smile(with a wide smile worn on his face), Jack sat straight up and took notes carefully.
hold his book up;
stare out of the window; daydream
distracted
1. So distracted was Jack that he held his book up and stared out of the window, daydreaming about various entertainments.
2. With his book held up, Jack stared out of the window, daydreaming about various entertainment.
bury his head in the book
turn the book upside down
sleepy
So sleepy was Jack that he buried his head in the book,
with the book turned upside down.
2. Burying his head in the book, Jack turned the book upside down and fell into sleep.
stare at the clock, eyes barely move,
count the minutes
bored
So bored was Jack that he stared at the clock and counted the minutes, barely moving his eyes.
with the book turned upside down.
2. Barely moving his eyes , Jack stared at the clock and counted the minutes.
Writing: design a story
Part 4
Step 1: Discussion:
Q: Why are the students sitting in a circle
Q: What may be the reasons why the boy student is scolded by his teacher
Step2: design a story
Requirements:
You are the teacher who is scolding;
Make full use of the information you get from the discussion;
Make up a logical story;
Show characters’ feelings by describing their body language;
Work with your partner and finish the story of 80 words in 5 mins.
Sample:
One day in my English class, I assigned students a task for discussion. Several groups were formed instantly and one group drew my attention. In this group, a handsome boy was enthusiastically involved in the discussion, making others giggle a lot. Sometimes he bounced up and down, sometimes he made funny faces and in the other times, he leaned towards a girl talking something to her in secret. His behaviour really annoyed me, forcing me to take action. When I approached him, he pretended to work on the task with others. I scolded him for his misbehaviour. However, the serious look he wore on his face amused the girls in the corner, one covering her mouth with her hand. What a naughty boy!
active/
enthusiastic
naughty
pretend to be innocent
What I hide by my language, my body utters(says).
---Roland Barthes
Unit4 body language
a turkey leg
lick its lips
yell
kick
Read the passage and figure out the meanings of body language
As Lonnie yelled, we found a turkey leg was missing. We searched around the room, under the table, but in vain. We looked at Fido, who was standing at the gate licking his lips. Surprisingly, little Lonnie still yelled and kicked in his seat, with his eyes staring at something upward. We followed his eyes' direction.There, lying on the top of chandelier was the missing turkey leg.We all jumped to our feet, dancing and screaming with joy. The room echoed with our happy laughter and our gratitude for the returning turkey leg.
Part 1
Pre-reading：the function of description of body language
satisfied
impatient\anxious
curious about sth upward
thrilled/
overjoyed
Tip1：Description of body language plays an important role in showing the characters’ feelings.
Where might they be
What does their body
language tell you
Lean forward and look up
Lean heads together
Chin on her hands
In a classroom
How do I know my students
Read for main idea
How do I know my students
Who asked this question
Who answered this question
What do they need to know about
my students And how
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.
②
①
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.
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.
Detailed reading
Read Para 3 to Para 5 carefully and underline the body language to show different feelings.
Para 3: Recognise when students are interested or bored
interested
1. look up and make eye contact
2. lean forward and look at the teacher
bored
1. have one’s head lowered to look at his/her watch, count the minutes
2. look up, but no eye contact, distant expression
3. eyes barely move
Para 4: Recognise when students are distracted.
1. look anywhere but at me
2. with their chins on their hands
3. stare out of the window or up at the ceiling
Para 5: Distinguish when students are troubled.
1. have their arms crossed
2. have their legs closed or crossed
3. wear a frown
4. hide their faces in their hands
Tip2：Description of body language is based on the use of various verbs.
Part 2
Q: Why do the teachers think students’ classroom 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.
Read for specific details.
Post-reading: Learn to describe body language
Part 3
Apply what you have learnt to the description of the following classroom behaviours.
bury his head in the book
turn the book upside down
sleepy
hold his book up;
stare out of the window; daydream
distracted
sit straight up
take notes
wear a wide smile
focused
stare at the clock, eyes barely move,
count the minutes
bored
Post-reading: Learn to describe body language
1. So focused was Jack that he sat straight in his chair and took notes carefully, with a wide smile worn on his face/ wearing a wide smile.
2. Wearing a wide smile(with a wide smile worn on his face), Jack sat straight up and took notes carefully.
hold his book up;
stare out of the window; daydream
distracted
1. So distracted was Jack that he held his book up and stared out of the window, daydreaming about various entertainments.
2. With his book held up, Jack stared out of the window, daydreaming about various entertainment.
bury his head in the book
turn the book upside down
sleepy
So sleepy was Jack that he buried his head in the book,
with the book turned upside down.
2. Burying his head in the book, Jack turned the book upside down and fell into sleep.
stare at the clock, eyes barely move,
count the minutes
bored
So bored was Jack that he stared at the clock and counted the minutes, barely moving his eyes.
with the book turned upside down.
2. Barely moving his eyes , Jack stared at the clock and counted the minutes.
Writing: design a story
Part 4
Step 1: Discussion:
Q: Why are the students sitting in a circle
Q: What may be the reasons why the boy student is scolded by his teacher
Step2: design a story
Requirements:
You are the teacher who is scolding;
Make full use of the information you get from the discussion;
Make up a logical story;
Show characters’ feelings by describing their body language;
Work with your partner and finish the story of 80 words in 5 mins.
Sample:
One day in my English class, I assigned students a task for discussion. Several groups were formed instantly and one group drew my attention. In this group, a handsome boy was enthusiastically involved in the discussion, making others giggle a lot. Sometimes he bounced up and down, sometimes he made funny faces and in the other times, he leaned towards a girl talking something to her in secret. His behaviour really annoyed me, forcing me to take action. When I approached him, he pretended to work on the task with others. I scolded him for his misbehaviour. However, the serious look he wore on his face amused the girls in the corner, one covering her mouth with her hand. What a naughty boy!
active/
enthusiastic
naughty
pretend to be innocent