(共20张PPT)
选择性必修一 U4 Using Language(2): Reading and Writing
嵊州市长乐中学
高中英语（人教版）
describe classroom
body language
Learning Objectives
Read and think：
figure out the basic structure of the text;
understand the power of body language for daily life, especially in education.
Learn and accumulate:
learn the target words and expressions related to the body language and its meaning;
learn the techniques of describing the body language.
Transfer and write:
appreciate the good qualities of the author, and learn to understand what efforts teachers have paid.
write an article to describe classroom body language, their meaning and the possible reaction of the teacher.
Jane
Mike
Alice
Linda
—— a picture of my class
Look at the picture and talk about what they are doing.
Alice look at Linda
Linda fall asleep
Mike listen carefully
Jane gaze at the book
My puzzle:
how to know my students ？
be intersed in class
How do I know
my students
The text may introduce ___________________ for the _____________ to know the students.
some useful approaches
teachers
students
Read the whole passage to check the prediction，and try to find out the answers to your questions.
e.g. Who am I What do I know How do I know
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.
How do I know my students
I look at their body language.
What’s function of first two paragraphs
Thinking:
Was it difficult to know the students Why
what is going on in the minds of my students
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.
I look at their body language.
students’
unique character
communication
restricted
environment
an experienced teacher
to introduce the topic
the things that motivate one or make one behave in a certain way
a tough task
para. 1-2
introduction
para. 3-5
examples
para. 6
conclusion
recognise when students are _________________
interested or bored
distinguish when students are __________________
recognise when students are ________________
troubled
para. ①②
para.
③
para. ④
para.
⑤
para. ④
para. ⑥
Situation1
Situation2
Situation3
amused by something else
What I hide by my language, my body utters.
—Roland Barthes
recognise when students are _________________
interested or bored
distinguish when students are __________________
recognise when students are ________________
troubled
Situation1
Situation2
Situation3
amused by something else
Situation Body language Meaning
Situation1
Situation 2
Situation 3 … …
Situation Body language Meaning
Situation1
Situation2
look up and make eye contact
smile
lean forward and look at…
look confused
interested
really interested
lower his head to look at…
lean their heads together
look up but eyes barely move
look anywhere but at the teacher
chins on hands, stare out of the window or…
bored
amused by
something else
distracted
Situation Body language Meaning
arms crossed and legs closed
wear a frown
hide faces in hands
not brush hair; eyes red
angry, afraid or anxious
sad or worried
embarrassed or ashamed
deep issues
/serious conflicts
troubled
Situation3
Body language Meaning
look up and make eye contact/ smile/ look confused/ lean forward and look at… interested
lower his head to look at/ lean their heads together/ look up but eyes barely move bored
look anywhere but at the teacher/chins on hands/ stare out of the window … distracted
arms crossed and legs closed/ wear a frown / hide faces in hands/ not brush hair/ eyes red troubled
It is easy to recognise when students are interested in a lesson./ it is easy to perceive ...
attitude
it is sometimes much harder to distinguish when students are troubled.
It is easy to recognise when students are interested in a lesson./ it is easy to perceive ...
attitude
it is sometimes much harder to distinguish when students are troubled.
How does the author describe what he/she observed
Show certainty:
Most tend to... When I ..., they ... When I ... they ....
People have a tendency to... So if a student ..., it implies... If two friends ... they are probably ...
so/ however / of course / but / as though/ then again /
repetition
vivid description
proper conjunction words
Show uncertainty:
Students who .... may …
Students who ... will nearly always ...
They may also ... like ...
…, then I can infer that ...
It could be that...
suitable modal verbs
language
Read the last paragraph and think about the author’s reaction towards students’ body language.
Body language Meaning Attitude
look up and make eye contact... interested easy to recognise...
easy to perceive...
lower his head to look at... bored
look anywhere but at the teacher... distracted
arms crossed and legs closed... troubled much harder to distinguish
Reaction
adjust class activities
talk to students individually
remind
intervene
keep students’ interest
Question to ponder:
What kind of teacher am I List your evidence.
“ they can get the most out of school ”
recognise
perceive
distinguish
teacher
adjust class activities
talk to students individually
remind
intervene
keep students’ interest
infer
take full advantage of
experienced
patient
responsible
considerate
flexible
educator
Discuss what these people are doing by describing their body language and what their body language is telling you.
If you were I , what would you react
Jane
Mike
Alice
Linda
Brainstorming
people body language meaning my reaction
—— a picture of my class
Jane
Mike
Alice
Linda
people body language meaning my reaction
Alice
Linda
Mike
Jane
stare at...
look anywhere but ...
lie on the desk
his eyes sparkling
lean forward
her chin resting on her hands
lower her head to look at…
wear a frown
worried/
confused
quite interested
distracted
remind: get close to... gently
bored
praise to keep his interest
get reasons / adjust activities
talk to ... individually
One day, when I was giving the class, I noticed that _____________
__________________________________________________________________________________________________________________
Task: describe classroom
body language
coherent：
body language
meaning
my reaction
Continue the story about 80 words.
well-organized:
general
specific
general
appealing:
repetition
vivid description
proper conjunction words
modal verbs
Writing checklists
Do you describe people’ body language vividly
Do you convey their meaning accurately
Are the reactions included and made properly
Is the writing grammatically error-free and appropriate
Is the language vivid and appealing
Revise your first draft according to the checklist and polish the language.
Thank you !教学设计
课程基本信息
学科 高中英语 年级 高二 学期 秋季
课题 选择性必修一 U4 Using Language(2): Reading and Writing
教科书 人教版
教学目标
通过快速阅读，学生能够把握说明文的结构和语言特点， 通过分析、推理、判断、联想等思维活动，学生能够理解文本内容，感受作者作为老师，能够“读懂”学生——了解学生肢体语言并及时反馈，所体现的耐心、细心、有责任感等优秀品质，在这过程中，学生在学校教学中大为受益，同时作者“读懂学生”的过程也有利于教师对教学的把握，由教师真正转化成教育家。 通过细读，学生能够理解和掌握描述肢体语言的基本方法和语言特点，积累目标语言，并在写作中加以应用，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。 学生能够意识到肢体语言在日常生活中的重要性，能更加积极地看待教师的工作和付出，师生相互理解，共同成长。
教学内容
教学重点： 帮助学生理解文本内容，感受肢体语言在课堂教学中所起到的重要作用，作者通过观察学生肢体语言，了解其含义并及时反馈帮助学生并有从中提升教学能力，所呈现的性格品质。 帮助学生应用所积累的目标语言和写作方法，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。
教学难点： 如何帮助学生应用所积累的目标语言和写作方法。 2. 如何帮助学生润色自己的写作初稿。
教学过程
创设情境，导入话题，激活背景图式。 Activity 1: Lead in Look at the picture and talk about what they are doing. Alicelook at LindaLindafall asleepMikelisten carefullyJanegaze at the book
List my puzzle: how to know my students 观察语篇，预测内容，训练形象思维。 Activity 2: Observe and Predict Ask students to read the title —“How do I know my students ” and look at the picture in the textbook. Then ask them to guess what the text is mainly about. Q1: What can you learn from the headline and the illustration The text may introduce some useful approaches for the teachers to know the students. Q2: What do you want to know in the passage Can you list the questions E.g. Who am I What do I know How do I know 细读文本，搭建支架，培养逻辑思维。 Activity 3: Read, Check and Think Read the whole passage to check the prediction. Understand the introduction. Q1: Who am I Q2: What do I know Q3: How do I know Thinking: Was it difficult to know the students Why Q4: What does the sentence“what makes each student tick” mean？ Q5: What’s function of first two paragraphs Master the structure and draw the mind map. Share the quote: What I hide by my language, my body utters. —Roland Barthes Understand the body language, its meaning, the author’s attitude and reaction. Question to ponder: Q1: Why does the author hold different attitudes towards the situations Appreciate the language. Question to ponder: What kind of teacher am I List your evidence. 总结语篇，深入主题，提升批判思维。 Activity4: Summarize and Ponder Make a summary for this article to know more about the teacher to explore the theme. 创设语境，迁移仿写，促进创造思维。 Activity5: Write and Polish Task: describe classroom body language Brainstorming：Discuss what these people are doing by describing their body language and what their body language is telling you. If you were I , what would you react Make a Report. Writing: Q: What should we pay attention in the writing Continue the story about 80 words.
Homework: Revise your first draft according to the checklist and polish the language. Writing checklists: Do you describe people’ body language vividly Do you convey their meaning accurately Are the reactions included and made properly Is the writing grammatically error-free and appropriate Is the language vivid and appealing 学习任务单
课程基本信息
学科 高中英语 年级 高二 学期 秋季
课题 选择性必修一 U4 Using Language(2): Reading and Writing
教科书 人教版
学习目标
通过快速阅读，学生能够把握说明文的结构和语言特点， 通过分析、推理、判断、联想等思维活动，能够理解文本内容，感受作者作为老师，能够“读懂”学生——了解学生肢体语言并及时反馈，所体现的耐心、细心、有责任感等优秀品质，在这过程中，学生在学校教学中大为受益，同时作者“读懂学生”的过程也有利于教师对教学的把握，由教师真正转化成教育家。 通过细读，能够理解和掌握描述肢体语言的基本方法和语言特点，积累目标语言，并在写作中加以应用，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。 能够意识到肢体语言在日常生活中的重要性，能更加积极地看待教师的工作和付出，师生相互理解，共同成长。
课前学习任务
复习本单元第一个阅读语篇和语法； 预习课文内容与生词；
课上学习任务
【学习任务一】 Prediction: What can you learn from the headline and the illustration What do you want to know in the passage
【学习任务二】 Understand the body language, its meaning, the author’s attitude and reaction. SituationBody languagemeaningattitudereactionSituation 1Situation 2Situation3
【学习任务三】 Writing task: What gives you strength in a time of darkness Brainstorming : peoplebody languagemeaningmy reactionAliceLindaMikeJane
First draft: One day, when I was giving the class, I noticed that _______________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
推荐的学习资源
纪录片《身体语言的秘密 Secrets of Body Language》。 课外阅读资料How to read someone’s body language
3. 课外阅读资料 What is your body language saying about you
