Unit4BodyLanguageUsingLanguage2高二英語人教版選擇性

Unit4BodyLanguageUsinglanguage

MrBeaninthechurch1.Doeshelistencarefully?2.Howdoeshefeel?3.Howdoyouknow?lookatthedeskmatelookupattheceilingturnaroundonecornerofhismouthraisedHeisextremelybored.

Howdoyoubehaveatschool?sleepinclasslistencarefullytryhardtothinkleantowhisperdaydreamplaywithaphoneTheseareall

classroombodylanguage.1.Readthetextquicklyandsummarizethemainidea.Thepassagemainlytellsusthat

teacherscanobservestudents’bodylanguagetoadjusttheirteachingactivities.While-reading

HOWDOIKNOWMYSTUDENTS?2.Whatisthetypeofthetext?NarrationBArgumentativeEssayAPracticalWritingDExpositoryWritingCWhile-reading

RecognizewhenstudentsaredistractedIntroductionofthetopicRecognizewhenstudentsareinterestedorboredDistinguishwhenstudentsaretroubledPara.1-2Para.5Para.4Para.33.Matchthemainideaswitheachparagraph.Para.6ConclusionHOWDOIKNOWMYSTUDENTS?Idiomwhatmakessb.tickThethingsthatmotivateoneormakeonebehaveinacertainway.Asaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.

So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.1.Whoistheauthor?2.Whatkindofstudentsdoestheauthorhave?3.Whatdoesthesentence“whatmakeseachstudenttick”mean?Para.1Para.2While-reading:Readfordetails

Para.3:WhenstudentsareinterestedlookupandmakeeyecontactleanforwardandlookatmePara.3:Whenstudentsareboredhavetheirheadloweredtolookattheirwatch.leantheirheadstogether.lookupwithouteyecontactandhavethesamedistantexpressionontheirface.Para.4:RecognisewhenstudentsaredistractedBodylanguage

MeaningTeachers’reactionLookanywherebutattheteacherWithchinsonhandsStareoutofthewindoworupattheceilingAmusedbysomethingelseRemind

Intervenedistracted

BodylanguageMeaningTeachers’reactionarmscrossedandlegsclosedwearafrown

hidefacesinhandsnotbrushhair;eyesredinquireandassesstalkindividuallyPara.5:Distinguishwhenstudentsaretroubledangry,afraidoranxious

sadorworried

embarrassedorashamed

deeperissues,sericousconflictswhentoadjustclassactivitieswhentointervene…whentotalktothemindividually

reactionsBylookingatthestudents’bodylanguageTohelpeverystudenttolearnTogetthemostoutofschool

AnimportantcomponentofbeingateacherPara.6Q:

Whydoestheteacherthinkbodylanguageisimportant?ReadforstructurePara.1-2

Introduction:BodyLanguagebyQ&APara.3RecognisewhenstudentsareinterestedorboredPara.4RecognisewhenstudentsaredistractedPara.5RecognisewhenstudentsaretroubledPara.6Conclusion:ReconfirmtheimportanceofbodylanguagePart1Part2Part3generalgeneralspecificExamplesofbodylanguage&whattheyimplyReadforlanguagefeaturesIknowwhenstudentsarereallyinterested,however,becausetheyleanforwardandlookatme.Theymayalsohidetheirfacesintheirhandsliketheyareembarrassedorashamed.Languagefeature1:verbphrasestodescribebodylanguageReadforlanguagefeaturesStudentswhoareangry,afraid,orexperiencinganxietymayhavetheirarmscrossedinfrontoftheirchestsandtheirlegsclosedorcrossed,liketheyareguardingtheirbodies.Studentswhoaresadorworriedwillnearlyalwayswearafrown.Languagefeature2:adj.todescribefeelingsandemotionsReadforlanguagefeaturesWhenImakeajoke,theysmile.Iftwofriendsareleaningtheirheadstogether,theyareprobablywritingnotestoeachother.Itisasthoughtheyareasleepwiththeireyesopen.Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.Languagefeature3:with復(fù)合結(jié)構(gòu)Clauses:(when-/if-/asthoughclause)StyleExpositoryWritingTitleHowdoIknowmystudents?Organizationgeneral—specific—generalPart1(Para.1-2)IntroductionPart2(Para.3-5)Recognizewhenstudentsareinterestedorbored

(Para.3)Recognizewhenstudentsaredistracted

(Para.4)Distinguishwhenstudentsaretroubled(Para.5)Part3(Para.6)ConclusionLanguagefeaturesusingverb-phrases,adj,with-復(fù)合結(jié)構(gòu)&clausestobedescriptive&vividSummaryLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Post-reading

Itlookslikemanystudentsareraisingtheirhandtospeak.Perhapstheteacherhasjustaskedtheclassaquestion.Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.Theboyistellingajoketothegirlinsecret,andsheishidingherfacebecausesheislaughing.Drawapictureofthepersonyouknowaboutandwriteapassagetodescribethebodylanguage.Explainwhathis/herbodylanguagetellsus.Usetheformasahelp.Post-reading

Drawapictureofthepersonyouknowaboutandwriteapassagetodescribethebodylanguage.Explainwhathis/herbodylanguagetellsus.Usetheformasahelp.WhoamIgoingtowriteabout?LanguagefeatureBodylanguageWhat’shis/hertypicalbodylanguage?WhatwordsandexpressionsthatIhavelearntcanbeused?OccasionWhen