Unit+4+Using+Language+(Reading+for+Writing)高二英語(yǔ)人教版（2019）選擇性必修第一冊(cè)

Unit4BodyLanguageHowdoIknowmystudentsByGabriellefromNo.29MiddleSchoolReadingforwritingLead-inDoyoubelieveinthemagicthatsomebodycanreadyourmind?Nowlet’senjoyaninterestingvideo.“Thetruthisallonourface.”Hereadspeople’smindfromtheirfacialexpressions,akindofbodylanguage.Lead-inHowdoesthismangettoknowpeople’sminds?Inthisclass,yourfinaltaskistowriteapassagewiththetitleHowDoIknowMyTeachers.Lead-inCanyouguesshowdoteachersgettoknowtheirstudents?Throughbodylanguage.Fast-readingReadthepassagequicklyanddividethetextintothreeparts.Matchthemainideaofeachpartquickly.Part1(Para)Part2(Para)Part3(Para)1-23-56MainideaIknowwhatmakeseachstudenttickbytheirbodylanguage.Reactingtobodylanguageisadutyofbeingateacher.Recognizewhenstudentsareinterested,bored,distractedortroubled.Introduction

BodyConclusion

Itmeanswhatmakessbbehaveinthewaytheydo.使某人這么做的原因Fast-readingWhatthemainideaofPara3,4and5?ReadPart2quickly.Tip!Youcangraspthemainideaofaparagraphbyfindingthetopicsentence!Para3:Para4:Para5It’seasytorecognizewhenstudentsareinterestedinalesson.Somestudentsareamusedbysomethingelse.Sometimesitismuchhardertodistinguishwhenstudentsaretroubled.Fast-readingHowareParagraph3,4and5organized?()TopicsentenceExamplesJigsawreadingWhatbodylanguagemayreveal(透露)students’mind?PleasereadPart2(Para3-5)andlet’sworktogethertofinishthereadingtask.Group1Group2Group3Para3Para4Para5JigsawreadingPart2Para3:recognizewhenstudentsareinterestedorboredPara4:recognizewhenstudentsaredistractedPara5:recognizewhenstudentsaretroubled(interested)??(bored)???(distracted)??(angry/afraid/________)?(worried)?(____________________)?hidetheirfacesintheirhands(seriousconflictswithothers)?Whatbodylanguagemayrevealstudents’mind?Para3:recognizewhenstudentsareinterestedorbored(interested):??(bored):???lookupandmakeeyecontactleanforwardlowerhisheadtolookatthewatchleanheadstogetherandwritenoteslookupwithanabsenceofeyecontactanddistantexpressionJigsawreadingPara4:recognizewhenstudentsaredistracted??occupythemselvesbystaringoutofthewindoworupattheceilingwithchinsontheirhandslookanywherebutmeJigsawreadingPara5:recognizewhenstudentsaretroubled(angry/afraid/________)?(worried)?_(_______________________________________)_?hidetheirfacesintheirhands(seriousconflictswithothers)?armscrossedinfrontoftheirchestandlegsclosedorcrossedwearafrownJigsawreadinganxiousEmbarrassed,ashamedorafraidofbeingcalledhairnotbrushedandredeyesPre-writingItisourturntowritethearticleHowDoIKnowMyTeachers?IntroductionBodyConclusionIntroductionPre-writingAsstudentsinourteens,wehaverunacrossvariousteachersfromkindergartentoseniorhighschool,andhaveaccumulatedabundantexperienceofsocializingwiththem.SohowcanIexactlyknowwhatmakesourteacherstick?Myanswer?Itakethecue(提示)fromtheirbodylanguage.Body1.It’seasytorecognizewhenteachersarehappy.2.Teachersmayalsobecross(很生氣)withsomeone.3.Whileit’seasytoperceivewhenteachersarehappyorangry,itissometimesmuchhardertodistinguishwhenteachersaretroubled.Pre-writingYou’llwritethebodypartwiththefollowingtopicsentences.Pre-writingHerearesomeusefulexpressions:Happy:Thesmileonherfaceshonelikeadiamond./Asmile

playedaroundhismouth.Hiseyestwinkledwithpleasure./Hersmilelitupthewholeroom.Herflushedfacewasshiningwithexcitement.AngryHisangerboiledover./Heglaredatmewithburningeyes.Hisfacecloudedwithanger./Hecouldhardly/scarcelycontainhisrage(怒火).Hereallymademybloodboil./Ialmostblewmytop(氣炸了)whenIfoundouthehadbeenlyingtome.TroubledShe

buriedherhead

inherarms./Hishead

drooped

andtearsfellintohislap.He

put/heldhishead

inhishands,greatlyannoyed.He

hadaslightfrown

onhisface./She

shuthereyestightly

andbitherlip.Herhands

shook

assheliftedtheglasstoherlips./Herosetohisfeet

onshaky(顫抖的)legs.Jill

crossedherlegs

andrestedherchinononefist,asiflostindeepthought.

Jigsaw-writingGroup1Group2Group3HappyCrossTroubledBodypart:Let’sworkjointlytofinishthebodypart.PresentationIt’stimetoshowyourmagicofreadingteachers’mindtous.WritingHowtowritetheconclusionpart?Ultimately,mydutyishelpingeverystudenttolearn.Theirbodylanguageletsmeknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Reactingtobodylanguageisanimportantcomponentofbeingateacher.Itshowsusthepurposeofobservingstudents’bodylanguage.WritingWhat’syourpurposeofwatchingteachers’bodylanguage?Pleasechoosethebestendingforyourpassage“HowDoIKnowMyteachers?”Tosumup,thereasonwhyIpayattentiontoteachers’bodylanguagesisthatIjustdon’twanttoserveasthevent(發(fā)泄口)toteachers’anger.Theirbodylanguageletsmeknowthebesttimetoaskstupidandsimplequestionswithoutbeingcriticized(批評(píng)).Reactingtobodylanguageisanimportantcomponentofbeingashrewd(機(jī)靈的)student.Inaword,keepinganeyeonteachers’bodylanguageisbeneficialtotheimprovementofmystudy.Igettherecognitionofmyhardworkfromtheiraffirmativegestures(肯定的手勢(shì)),

and

encouragementfromtheirinspiringsmileswhenIdoapoorjob.Therefore,reactingtobodylanguageisanimportantcomponentofbeinganaspiring(積極向上的，有抱負(fù)的)student.√ConclusionTeacherswouldalwaysdowhattheycantoprovideyouabestclass.Ihopeyoucan:Understandthemmore,Respectthemmore,Lovethemmore!PPTNEVERSLEEPS01start020304endLOOKAgehasreachedtheendofthebeginningofawordLOO