Unit4BodyLanguageUsingLanguage課件高中英語人教版選擇性

選擇性必修一

U4UsingLanguage(2):ReadingandWriting年級：高二學科：高中英語（人教版）describeclassroombodylanguageLearningObjectivesReadandthink：figureoutthebasicstructureofthetext;understandthepowerofbodylanguagefordailylife,especiallyineducation.Learnandaccumulate:learnthetargetwordsandexpressionsrelatedtothebodylanguageanditsmeaning;learnthetechniquesofdescribingthebodylanguage.Transferandwrite:appreciatethegoodqualitiesoftheauthor,andlearntounderstandwhateffortsteachershavepaid.writeanarticletodescribeclassroombodylanguage,theirmeaningandthepossiblereactionoftheteacher.JaneMikeAliceLinda——apictureofmyclassActivity1:LeadinLookatthepictureandtalkaboutwhattheyaredoing.AlicelookatLindaLindafallasleepMikelistencarefullyJanegazeatthebookMypuzzle:howtoknowmystudents？beintersedinclass?Activity2:ObserveandPredictWhatcanyoulearnfromtheheadlineandtheillustration?Whatdoyouwanttoknowinthepassage?HowdoIknowmystudents?Thetextmayintroduce___________________forthe_____________toknowthestudents.someusefulapproachesteachersstudentsReadthewholepassagetochecktheprediction，andtrytofindouttheanswerstoyourquestions.e.g.WhoamI?WhatdoIknow?HowdoIknow?Asaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.HowdoIknowmystudents?Ilookattheirbodylanguage.What’sfunctionoffirsttwoparagraphs?Activity3:Read,CheckandThinkThinking:Wasitdifficulttoknowthestudents?Why?whatisgoingoninthemindsofmystudentsAsaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Many

studentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.Ilookattheirbodylanguage.students’uniquecharactercommunicationrestrictedenvironmentanexperiencedteachertointroducethetopicthethingsthatmotivateoneormakeonebehaveinacertainwayatoughtaskpara.1-2introductionpara.3-5examplespara.6conclusionrecognisewhenstudentsare_________________

interestedorboreddistinguishwhenstudentsare__________________recognisewhenstudentsare________________

troubledpara.①②para.③para.④para.⑤para.④para.⑥Situation1Situation2Situation3amusedbysomethingelseActivity3:Read,CheckandThinkWhatIhidebymylanguage,mybodyutters.—RolandBarthesrecognisewhenstudentsare_________________

interestedorboreddistinguishwhenstudentsare__________________recognisewhenstudentsare________________

troubledSituation1Situation2Situation3amusedbysomethingelseSituationBodylanguageMeaningSituation1Situation2Situation3……Activity3:Read,CheckandThinkSituationBodylanguageMeaningSituation1Situation2lookupandmakeeyecontactsmileleanforwardandlookat…lookconfusedinterestedreallyinterestedlowerhisheadtolookat…leantheirheadstogetherlookupbuteyesbarelymovelookanywherebutattheteacherchinsonhands,stareoutofthewindowor…boredamusedbysomethingelsedistractedSituation1&2I

lookattheirbodylanguage.Situation3SituationBodylanguageMeaningarmscrossedandlegsclosedwearafrownhidefacesinhandsnotbrushhair;eyesredangry,afraidoranxioussadorworriedembarrassedorashameddeepissues/seriousconflictstroubledSituation3BodylanguageMeaninglookupandmakeeyecontact/smile/lookconfused/leanforwardandlookat…interestedlowerhisheadtolookat/leantheirheadstogether/lookupbuteyesbarelymoveboredlookanywherebutattheteacher/chinsonhands/stareoutofthewindow…distractedarmscrossedandlegsclosed/wearafrown/hidefacesinhands/notbrushhair/eyesredtroubled

Itiseasytorecognise

whenstudentsareinterestedinalesson./itiseasytoperceive...universalbodylanguage

attitude

itissometimesmuchhardertodistinguishwhenstudentsaretroubled.unique

bodylanguage

Itiseasytorecognise

whenstudentsareinterestedinalesson./itiseasytoperceive...universalbodylanguage

attitude

itissometimesmuchhardertodistinguishwhenstudentsaretroubled.unique

bodylanguageHowdoestheauthordescribewhathe/sheobserved?Showcertainty:Mosttendto...WhenI...,they...WhenI...they....Peoplehaveatendencyto...

So

ifastudent...,itimplies...Iftwofriends...theyareprobably...

so/however/ofcourse/but/asthough/thenagain/repetitionvividdescriptionproperconjunctionwordsShow

uncertainty:Studentswho....may…Studentswho...willnearlyalways...Theymayalso...like...…,thenIcaninferthat...Itcouldbethat...suitablemodalverbslanguageReadforreactionReadthelastparagraphandthinkabouttheauthor’sreactiontowardsstudents’bodylanguage.BodylanguageMeaningAttitudelookupandmakeeyecontact...interested

easytorecognise...easytoperceive...lowerhisheadtolookat...boredlookanywherebutattheteacher...distractedarmscrossedandlegsclosed...troubledmuchhardertodistinguishReactionadjustclassactivitiestalktostudentsindividuallyremindintervenekeepstudents’interestQuestiontoponder:WhatkindofteacheramI?Listyourevidence.

“they

cangetthemostoutofschool”reacttobodylangaugelook

atbody

languagerecogniseperceivedistinguishteacheradjustclassactivitiestalktostudentsindividuallyremindintervenekeepstudents’interest

inferActivity4:SummarizeandPonderknowmystudentstakefulladvantageofexperiencedpatientresponsibleconsiderateflexibleeducatorActivity5:WriteandPolishDiscusswhatthesepeoplearedoingbydescribingtheirbodylanguageandwhattheirbodylanguageistellingyou.IfyouwereI,whatwouldyoureact?JaneMikeAliceLindaBrainstormingpeoplebodylanguagemeaningmyreaction——apictureofmyclassActivity5:WriteandPolishJaneMikeAliceLindapeoplebodylanguagemeaningmyreactionAliceLinda

MikeJanestareat...lookanywherebut...lieonthedeskhiseyessparklingleanforwardherchinrestingonherhandslowerherheadtolookat…wearafrownworried/confusedquiteinteresteddistractedremind:getcloseto...gentlyboredpraisetokeephisinterestgetreasons/adjustactivitiestalkto...individuallyOneday,whenI