人教版（2019）选择性必修第一册 Unit 4 Body Language Reading for Writing 课件 （33张PPT）
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| 名称 | 人教版（2019）选择性必修第一册 Unit 4 Body Language Reading for Writing 课件 （33张PPT） |  | |
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| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-11 16:21:45 | ||
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(共33张PPT)
Unit 4 Body Language
Using Language 2
Reading for Writing
In this class, you will:
1. learn how to describe five types of body language;
2. explore the language features of describing body language and its hidden meanings;
3. reflect on the importance of body language in an effective classroom;
4. draw and write about body language and evaluate your writing according to a checklist.
Learning objectives
1.Kinds of body language
Eye contact
眼神接触
Facial expressions
面部表情
Postures
姿势
Gestures
手势
Body language
Lead-in
2.How do you behave at school
sleep in class
listen carefully
try hard to think
lean to whisper
daydream
play with a phone
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.
These are all classroom body language.
2. What is the text type of the passage
A. Narration(记叙文).
B. Argumentative Essay(议论文).
C. Expository Writing(说明文).
D. Practical Writing(应用文).
答案: C
1. Read the passage quickly and summarize the main idea.
The passage mainly tells us that teachers can observe
students’ body language to adjust their teaching activities.
Reading
Read for general idea and its type
Scanning for the structure of the text.
Draw the mind map to show its structure.
Read for structure
Read and divide the text into three parts.
Part Purpose
1(Para____)
2(Para _____) Recognise when students _______________
Recognise when students _____________
Distinguish when students _______________
3(Para____) ________________________ is an important component of being a teacher.
Introduction
are interested or bored
are distracted
are troubled
Reacting to body language
①②
③④⑤
⑥
Read for main idea
HOW DO I KNOW MY STUDENTS
Idiom
what makes sb. tick
The things that motivate one or make one behave in a certain way.
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.
1. Who is the author
2. What kind of students do the author have
3. What does the sentence “what makes each student tick” mean
Part 1 ：Para.1-2
Read for details
Para.1
Para.2
different feelings
interested
bored
amused
distracted
troubled
anxious
…
How many feelings are mentioned in this part What are they
Part 2 ：Para.3-5
Para.3-5
It is easy to recognise when students are interested in a lesson.
Body language of interest
look up and make eye contact
smile
look confused
lean forward and look at me
Additional Implications
difficult
really interested
Para.3
Body language of no interest
head lowered to look at watch
two friends are leaning heads together
look up, but there is no eye contact.
eyes barely move, and always have the
same distant expression on their faces.
Additional Implications
bored and counting down
writing notes to each other
they are asleep with their eyes open
Para.3
looking anywhere but at me
daydreaming
chins on their hands
staring out of the window or up at the ceiling
Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students' favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class.
Body language of distraction
Additional Implications
interested in or amused by something else
Para.4
food/restaurants
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. ...
Body language of being troubled
Additional Implications
have arms crossed in front of chests and legs closed or crossed
angry, afraid, or anxious
sad or worried
always wear a frown
Para.5
food/restaurants
Body language of being troubled
Additional Implications
hide their faces in their hands
embarrassed or ashamed
afraid of being called on by the teacher.
not brush hair and eyes are red from weeping
deeper issues at work: having serious conflicts with other students or at home
Para.5
Part 2 --Para3-5 Read and fill in the blanks
Students' body language Meaning
looking up and making eye contact
lowering his head to look at his or her watch
two friends leaning heads together
looking up without eye contact, their eyes barely moving
looking anywhere but the teacher
with their chins on their hands, staring out of the window
looking at the ceiling
interested in a lesson
bored and counting down
writing notes to each other
daydreaming
daydreaming
distracted
distracted
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.
Part 3 ：Para.6
Para.6
1 Looking up and making eye contact A very interested
3 Two friends leaning heads together C interested
4 Leaning forward and looking at the teacher F writing notes
5 Lookng up, but no eye contact, no expression G serious problems
7 Chin on hand, looking out the window H like they are asleep
8 Looking down, arms or legs crossed I daydreaming
10 Hair not brushed, red eyes J angry, afraid, or
experiencing anxiety
A
C
F
G
H
I
J
Match the body language with the meanings.
What different verbs does the teacher use to talk about students’ body language
know, recognize, perceive, distinguish,
infer, inquire, assess
Read again and answer the following question.
Read for thinking
1.Write a passage to describe the body language of the person you know about, and explain what his/her body language tells us. Use the form as a help.
Who am I going to write about Language feature
Body language What’s his/her typical body language What words and expressions that I have learnt can be used
Occasion When will he/she have such kind of body language
Meaning What feelings or meanings are conveyed by his/her body language
Personality What kind of person is he/she
Writing
2.Suggested ways to describe some feelings.
excited
sad/disappointed
angry
shocked
nervous /worried
scared/frightened
relieved
Seized by a burst of grief, I tried in vain to fight back my tears.
Her heart ached, tears streaming down her cheeks.
excited/delighted
sad/disappointed
A bright smile appeared on /spread across her face.
She laughed, her eyes twinkling/sparkling with excitement.
angry
He glared at me with burning eyes.
He stood there with crossed arms, looking angry.
Boiling with rage, he shook his fist at me.
shocked
Her eyes became as wide as sea, and her throat shivered（颤抖）.
She stood there with face pale and her eyes wide open.
nervous /worried
My heart began to beat wildly and my mind went blank.
Frozen with fear, he stood in front of the class, with his hands holding his paper, shaking. He shook all over,feeling like sitting on pins and needles.
如坐针毡
scared/frightened
I was overwhelmed by a strong feeling of terror,my eyes widened with horror, my face turning pale and palms sweating.
My heart beat so violently,too scared to move an inch.
relieved
I breathed a sigh of relief.
My shoulders dropped with relief.
Relief filled my heart.
hold one’s arms握住手臂;
make eye contact 眼神交流
shake one’s head摇头 ;
nod 点头
kiss sb on the cheek 亲吻脸颊 ;
bow from the waist 弯腰鞠躬
place one’s hands together 双头并拢
move hand in circles over stomach 在肚子上划圆
look up 抬头 ;
lean forward 前倾 ;
brush sb’s hair 掠头发
gesture(手势动作)
with one’s chins on one’s hands 用手托着下巴
absence of eye contact 没有眼神接触
have one’s head lowered 低头 ;
look at one’s watch 看表
lean sb’s heads together 把头靠在一起 ;
look anywhere 看其他地方
stare out of the window 看窗外，
stare up at the ceiling 看天花板
arms crossed 双臂交叉 ;
legs closed or crossed 脚靠拢或交叉
hide sb’s faces in sb’s hands用手挡住脸
gesture(手势动作)
give us information about one’s feelings. 帮助我们了解某人的情绪
a way to display …. 表示…的一种方式
In other countries, by contrast, …相反，在其他国家…
interpret it as meaning… 将其解读为
it is (not) considered…被认为是（否）…
We can use …(gesture) to… ,我们可以用…(肢体动作)去表达
…to make sb feel +adj使某人感到…
it implies sb is…这意味着某人是怎样的
it is easy to perceive when/that … 很容易察觉…
sb can infer that某人能推断…
useful structures and expressions 有用的结构和表达
approve of 认可 look down on 轻视
apologise 道歉 greet someone 打招呼
bored厌倦的 distracted分心的
anxiety 焦虑 sad伤心
worried担心 embarrassed感到尴尬的
ashamed感到羞愧的 demonstrate respect表示尊重
emotion and meaning 情绪和意义
教材好句精选
1. 在与他人交流时，我们既使用言语也通过手势语来表达我们的想法和观点。
We use both words and body language to express our thoughts and opinions in our interactions with other people.
2. 通过观察别人的手势语，我们可以了解很多他们的想法。
We can learn a lot about what people are thinking by watching their body language.
3. 手势语因文化而异…
body language varies from culture to culture.
4. “OK”这个手势在不同的文化中有不同的含义。The gesture for “OK” has different meanings in different cultures.
5. 通过对比，在保加利亚和阿尔巴尼亚南部，这两种手势的含义是相反的。
By comparison, in Bulgaria and southern Albania, the gestures have the opposite meaning.
6. 有些手势似乎在每个地方都有相同的含义。
Some gestures seem to have the same meaning everywhere.
7. 有些手势语有许多不同的用途。
Some body language has many different uses.
8. 对肢体语言做出回应是做一个老师必不可少的环节。
Reacting to body language is an important component of being a teacher.
3.Exchange your draft with a partner. Use the checklist to help you review your partner’s draft.
Is the person properly identified
Is the description clear
Does the writer give his/her impressions of the feelings and personality of the person in the drawing, and also explain why he/she has these impressions
Does the writer use correct grammar, punctuation, and spelling
4. Share your drawing and description with the rest of the class.
This is my friend, Allen.He is bending over a piece of paper with a pencil in his hand, drawing. His other hand holds an eraser near the paper, because he wants to be able to use it as soon as he needs it without wasting time.Allen is a very serious artist, which you can tell from the intense look on his face.When he is drawing, he tends to block out everything else in the world. Often, when other people call out his name, he does not even hear them because he is lost in her art.
Sample writing:
Revise your article again and polish the sentences.
Assignment
Unit 4 Body Language
Using Language 2
Reading for Writing
In this class, you will:
1. learn how to describe five types of body language;
2. explore the language features of describing body language and its hidden meanings;
3. reflect on the importance of body language in an effective classroom;
4. draw and write about body language and evaluate your writing according to a checklist.
Learning objectives
1.Kinds of body language
Eye contact
眼神接触
Facial expressions
面部表情
Postures
姿势
Gestures
手势
Body language
Lead-in
2.How do you behave at school
sleep in class
listen carefully
try hard to think
lean to whisper
daydream
play with a phone
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.
These are all classroom body language.
2. What is the text type of the passage
A. Narration(记叙文).
B. Argumentative Essay(议论文).
C. Expository Writing(说明文).
D. Practical Writing(应用文).
答案: C
1. Read the passage quickly and summarize the main idea.
The passage mainly tells us that teachers can observe
students’ body language to adjust their teaching activities.
Reading
Read for general idea and its type
Scanning for the structure of the text.
Draw the mind map to show its structure.
Read for structure
Read and divide the text into three parts.
Part Purpose
1(Para____)
2(Para _____) Recognise when students _______________
Recognise when students _____________
Distinguish when students _______________
3(Para____) ________________________ is an important component of being a teacher.
Introduction
are interested or bored
are distracted
are troubled
Reacting to body language
①②
③④⑤
⑥
Read for main idea
HOW DO I KNOW MY STUDENTS
Idiom
what makes sb. tick
The things that motivate one or make one behave in a certain way.
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.
1. Who is the author
2. What kind of students do the author have
3. What does the sentence “what makes each student tick” mean
Part 1 ：Para.1-2
Read for details
Para.1
Para.2
different feelings
interested
bored
amused
distracted
troubled
anxious
…
How many feelings are mentioned in this part What are they
Part 2 ：Para.3-5
Para.3-5
It is easy to recognise when students are interested in a lesson.
Body language of interest
look up and make eye contact
smile
look confused
lean forward and look at me
Additional Implications
difficult
really interested
Para.3
Body language of no interest
head lowered to look at watch
two friends are leaning heads together
look up, but there is no eye contact.
eyes barely move, and always have the
same distant expression on their faces.
Additional Implications
bored and counting down
writing notes to each other
they are asleep with their eyes open
Para.3
looking anywhere but at me
daydreaming
chins on their hands
staring out of the window or up at the ceiling
Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students' favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class.
Body language of distraction
Additional Implications
interested in or amused by something else
Para.4
food/restaurants
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. ...
Body language of being troubled
Additional Implications
have arms crossed in front of chests and legs closed or crossed
angry, afraid, or anxious
sad or worried
always wear a frown
Para.5
food/restaurants
Body language of being troubled
Additional Implications
hide their faces in their hands
embarrassed or ashamed
afraid of being called on by the teacher.
not brush hair and eyes are red from weeping
deeper issues at work: having serious conflicts with other students or at home
Para.5
Part 2 --Para3-5 Read and fill in the blanks
Students' body language Meaning
looking up and making eye contact
lowering his head to look at his or her watch
two friends leaning heads together
looking up without eye contact, their eyes barely moving
looking anywhere but the teacher
with their chins on their hands, staring out of the window
looking at the ceiling
interested in a lesson
bored and counting down
writing notes to each other
daydreaming
daydreaming
distracted
distracted
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.
Part 3 ：Para.6
Para.6
1 Looking up and making eye contact A very interested
3 Two friends leaning heads together C interested
4 Leaning forward and looking at the teacher F writing notes
5 Lookng up, but no eye contact, no expression G serious problems
7 Chin on hand, looking out the window H like they are asleep
8 Looking down, arms or legs crossed I daydreaming
10 Hair not brushed, red eyes J angry, afraid, or
experiencing anxiety
A
C
F
G
H
I
J
Match the body language with the meanings.
What different verbs does the teacher use to talk about students’ body language
know, recognize, perceive, distinguish,
infer, inquire, assess
Read again and answer the following question.
Read for thinking
1.Write a passage to describe the body language of the person you know about, and explain what his/her body language tells us. Use the form as a help.
Who am I going to write about Language feature
Body language What’s his/her typical body language What words and expressions that I have learnt can be used
Occasion When will he/she have such kind of body language
Meaning What feelings or meanings are conveyed by his/her body language
Personality What kind of person is he/she
Writing
2.Suggested ways to describe some feelings.
excited
sad/disappointed
angry
shocked
nervous /worried
scared/frightened
relieved
Seized by a burst of grief, I tried in vain to fight back my tears.
Her heart ached, tears streaming down her cheeks.
excited/delighted
sad/disappointed
A bright smile appeared on /spread across her face.
She laughed, her eyes twinkling/sparkling with excitement.
angry
He glared at me with burning eyes.
He stood there with crossed arms, looking angry.
Boiling with rage, he shook his fist at me.
shocked
Her eyes became as wide as sea, and her throat shivered（颤抖）.
She stood there with face pale and her eyes wide open.
nervous /worried
My heart began to beat wildly and my mind went blank.
Frozen with fear, he stood in front of the class, with his hands holding his paper, shaking. He shook all over,feeling like sitting on pins and needles.
如坐针毡
scared/frightened
I was overwhelmed by a strong feeling of terror,my eyes widened with horror, my face turning pale and palms sweating.
My heart beat so violently,too scared to move an inch.
relieved
I breathed a sigh of relief.
My shoulders dropped with relief.
Relief filled my heart.
hold one’s arms握住手臂;
make eye contact 眼神交流
shake one’s head摇头 ;
nod 点头
kiss sb on the cheek 亲吻脸颊 ;
bow from the waist 弯腰鞠躬
place one’s hands together 双头并拢
move hand in circles over stomach 在肚子上划圆
look up 抬头 ;
lean forward 前倾 ;
brush sb’s hair 掠头发
gesture(手势动作)
with one’s chins on one’s hands 用手托着下巴
absence of eye contact 没有眼神接触
have one’s head lowered 低头 ;
look at one’s watch 看表
lean sb’s heads together 把头靠在一起 ;
look anywhere 看其他地方
stare out of the window 看窗外，
stare up at the ceiling 看天花板
arms crossed 双臂交叉 ;
legs closed or crossed 脚靠拢或交叉
hide sb’s faces in sb’s hands用手挡住脸
gesture(手势动作)
give us information about one’s feelings. 帮助我们了解某人的情绪
a way to display …. 表示…的一种方式
In other countries, by contrast, …相反，在其他国家…
interpret it as meaning… 将其解读为
it is (not) considered…被认为是（否）…
We can use …(gesture) to… ,我们可以用…(肢体动作)去表达
…to make sb feel +adj使某人感到…
it implies sb is…这意味着某人是怎样的
it is easy to perceive when/that … 很容易察觉…
sb can infer that某人能推断…
useful structures and expressions 有用的结构和表达
approve of 认可 look down on 轻视
apologise 道歉 greet someone 打招呼
bored厌倦的 distracted分心的
anxiety 焦虑 sad伤心
worried担心 embarrassed感到尴尬的
ashamed感到羞愧的 demonstrate respect表示尊重
emotion and meaning 情绪和意义
教材好句精选
1. 在与他人交流时，我们既使用言语也通过手势语来表达我们的想法和观点。
We use both words and body language to express our thoughts and opinions in our interactions with other people.
2. 通过观察别人的手势语，我们可以了解很多他们的想法。
We can learn a lot about what people are thinking by watching their body language.
3. 手势语因文化而异…
body language varies from culture to culture.
4. “OK”这个手势在不同的文化中有不同的含义。The gesture for “OK” has different meanings in different cultures.
5. 通过对比，在保加利亚和阿尔巴尼亚南部，这两种手势的含义是相反的。
By comparison, in Bulgaria and southern Albania, the gestures have the opposite meaning.
6. 有些手势似乎在每个地方都有相同的含义。
Some gestures seem to have the same meaning everywhere.
7. 有些手势语有许多不同的用途。
Some body language has many different uses.
8. 对肢体语言做出回应是做一个老师必不可少的环节。
Reacting to body language is an important component of being a teacher.
3.Exchange your draft with a partner. Use the checklist to help you review your partner’s draft.
Is the person properly identified
Is the description clear
Does the writer give his/her impressions of the feelings and personality of the person in the drawing, and also explain why he/she has these impressions
Does the writer use correct grammar, punctuation, and spelling
4. Share your drawing and description with the rest of the class.
This is my friend, Allen.He is bending over a piece of paper with a pencil in his hand, drawing. His other hand holds an eraser near the paper, because he wants to be able to use it as soon as he needs it without wasting time.Allen is a very serious artist, which you can tell from the intense look on his face.When he is drawing, he tends to block out everything else in the world. Often, when other people call out his name, he does not even hear them because he is lost in her art.
Sample writing:
Revise your article again and polish the sentences.
Assignment