Unit 4 Using Language (Reading for Writing) 课件-2023-2024学年高二英语人教版（2019）选择性必修第一册

人教版（2019）选择性必修一Unit4BodyLanguageUsingLanguageDescribeclassroombodylanguage

LearningobjectivesBytheendofthissection,youwillbeableto:1.predictthemainideaofatextbasedonitstitleandpicture;2.recognizethemeaningofdifferentclassroombodylanguage;3.graspthefeaturesofthistext,likeitsstructureandlanguage;4.writeapassagetodescribeclassroombodylanguage;5.cooperatewithgroupmatesactivelythroughcheckingyourwritingstogether.Let’sdiscussthefollowingquestions.Lead-inAsastudent,Whatdifferentfeelingshaveyoueverexperiencedinclass?Differentfeelings(meanings)interestedboreddistractedanxiousamusedtroubled...Let’sdiscussthefollowingquestions.Whatkindofbodylanguageareyouawareof?bodylanguagefrowndaydreamlowerone’sheadlookupandsmileleanforward...Let’spredictwhatthetextwilltalkaboutfromthephotoandthetitle.Pre-writingHowDoIKnowMyStudents?Itmaybeaboutstoriesbetweentheteacherandstudentsinaclassroom.Itmayanswerthequestionaskedinthetitlebyintroducingsomegoodwaysfortheteacherstoknowthestudents.Let’sreadandcheckyourpredictions.What’sthemainideaofthistext?Thetextintroduceshowtheteacherknowsthestudentsthroughtheirbodylanguageandhelpsthemgrow.SampleAnswerLet’sreadandfillinthetable.PartPurpose123Introduction(leadintothetopic:HowdoIknowmystudents)Asaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.Introduction(Givetheanswer:bodylanguage)Recognisewhenstudentsareinterestedorbored.Itiseasytorecognisewhenstudentsareinterestedinalesson.Mosttendtolookupandmakeeyecontact.WhenImakeajoke,theysmile.WhenItalkaboutsomethingdifficult,theylookconfused.Iknowwhenstudentsarereallyinterested,however,becausetheyleanforwardandlookatme.Peoplehaveatendencytoleantowardswhatevertheyareinterestedin.Soifastudenthashisheadloweredtolookathiswatch,itimpliesheisboredandjustcountingtheminutesfortheclasstoend.Iftwofriendsareleaningtheirheadstogether,theyareprobablywritingnotestoeachother.Ofcourse,noteveryonewholooksupispayingattentioninclass.Somestudentslookup,butthereisanabsenceofeyecontact.Theireyesbarelymove,andtheyalwayshavethesamedistantexpressionontheirfaces.Itisasthoughtheyareasleepwiththeireyesopen.Recognisewhenstudentsaredistracted.Somestudentsareamusedbysomethingelse.Theyspendalltheirtimelookinganywherebutatme.Thenagain,somestudents’favouriteactivityisdaydreaming.Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.Theyarecertainlyinterestedinsomething,butwhoknowswhat.Themainthingisremindingdistractedstudentsthattheyneedtopayattentioninclass.Distinguishwhenstudentsaretroubled.Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.Studentswhoareangry,afraid,orexperiencinganxietymayhavetheirarmscrossedinfrontoftheirchestsandtheirlegsclosedorcrossed,liketheyareguardingtheirbodies.Studentswhoaresadorworriedwillnearlyalwayswearafrown.Theymayalsohidetheirfacesintheirhandsliketheyareembarrassedorashamed.Somestudentsactthiswaymerelybecausetheyareafraidofbeingcalledonbytheteacher.However,ifastudentdoesnotbothertobrushherhairandhereyesareredfromweeping,thenIcaninferthattherearedeeperissuesatwork.Itcouldbethatsheishavingseriousconflictswithotherstudentsorathome.Whateveritis,IknowIneedtoinquireandassesswhatisgoingon.Conclusion:Whystudents’bodylanguageisimportantforteachers.Ultimately,mydutyishelpingeverystudenttolearn.Theirbodylanguageletsmeknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Reactingtobodylanguageisanimportantcomponentofbeingateacher.Let’sreadandfillinthetable.PartPurpose123Introduction(Paragraphs1and2)Recognisewhenstudentsareinterestedorbored(Paragraph3)Recognisewhenstudentsaredistracted(Paragraph4)Distinguishwhenstudentsaretroubled(Paragraph5)Conclusion(Paragraph6)Let’sreadagainandanswerthefollowingquestions.1.Howdoestheteacherknowwhatstudentsarethinking?2.Accordingtotheteacher,whatissomestudents’favouriteactivity?3.Whatdoesthephrase“whoknowswhat”mean?4.Whydoestheteacherthinkbodylanguageisimportant?1.Bylookingattheirbodylanguage.2.Daydreaming.3.Itisimpossibletotell(whattheyareinterestedin).4.Students’bodylanguageletstheteacherknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.SampleAnswersMatchthebodylanguagewiththemeanings.WritethelettersA-Jonthelines.1.Lookingupandmakingeyecontact

A

veryinterested2.Leaningovertolookatone’swatch

B

bored3.Twofriendsleaningheadstogether

C

interested4.Leaningforwardandlookingattheteacher

D

sadorworried5.Lookingup,butnoeyecontact,noexpression

E

distracted6.Lookingaway

F

writingnotes7.Chinonhand,lookingoutthewindow

G

seriousproblems8.Lookingdown,armsorlegscrossed

H

liketheyareasleep9.Frowning

I

daydreaming10.Hairnotbrushed,redeyes

J

angry,afraid,or

experiencinganxietyCBFAHEIJDGLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Lookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Itlooksliketheteacherhasaskedaquestion,andhereyesarelookingatstudents.Atthesametime,studentsareraisingtheirhands,expectingtoanswerthequestion.Sotheclassroomatmosphereisverylively.Perhapstherelationshipbetweenteacherandstudentsisharmonious.SampleAnswerLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.

Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.SampleAnswerLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Theboyistellingajoketothegirlinsecret,andsheishidingherfacebecausesheislaughing.SampleAnswerDrawsomeoneyouknow.Showhis/herbodylanguageinyourdrawing.Accordingtothefollowingtable,writeapassagetodescribethebodylanguageofthepersoninyourdrawing,andexplainwhathis/herbodylanguagetellsus.WhoamIgoingtowriteabout?LanguagefeatureBodylanguageWhat’shis/hertypicalbodylanguage?WhatwordsandexpressionsthatIhavelearntcanbeused?OccasionWhenwillhe/shehavesuchkindofbodylanguage?MeaningWhatfeelingsormeaningsareconveyedbyhis/herbodylanguage?PersonalityWhatkindofpersonishe/she?While-writingExchangeyourdraftwithapartner.Post-writing1.Usethechecklisttohelpyoureviewyourpartnerʼsdraft.Isthepersonproperlyidentified?Isthedescriptionclear?Doesthewritergivehis/herimpressionsofthefeelingsandpersonality

ofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?Doesthewriterusecorrectgrammar,punctuation,andspelling?2.Takeyourdraftbackandreviseit.Thisismyfriend,Allen.Heisbendingoverapieceofpaperwithapencilinhishand,drawing.Hisotherhandholdsanerasernearthepaper,becausehewantstobeabletouseitassoonasheneedsitwithoutwastingtime.Allenisaveryseriousartist,whichyoucantellfromtheintenselookonhisface.Whenheisdrawing,hetendstoblockouteverythingelseintheworld.Often,whenotherpeoplecallouthisname,hedoesnotevenhearthembecauseheislostinhisart.SampleWritingSharingyourdrawinganddescriptionwiththerestoftheclass.WordsandExpressions

Peoplehaveatendencytoleantowardswhatevertheyareinterestedin.(P44)

人们在对某个事物感兴趣时，往往会身体前倾。tendency

/'tendənsɪ/

n.

趋势；倾向搭配thereisatendency(forsb)todosth

（对……来说）做某事成为趋势

例句Thedrugiseffectivebuthasatendencytocauseheadaches.这种药很有效，但可能会引起头疼。Thereisanincreasingtendencyforwomentohavechildrenlaterinlife.女性晚育趋势越来越强。...itimpliesheisboredandjustcountingtheminutesfortheclasstoend.(P44)

……这就表明他觉得无聊，数着时间，只盼早点儿下课。imply

/ɪm'plaɪ/

vt.

意味着；暗示

例句Cleoblushed.Shehadnotmeanttoimplythathewaslying.克利奥脸红了。她不是故意暗指他在撒谎的。Areyouimplying(that)Iamwrong?你的意思是不是说我错了？

Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.(P44)

他们托着下巴，全神贯注地盯着窗外或天花板。occupy

/'ɒkjupaɪ/

vt.

占据；占用

例句Thebedseemedtooccupymostoftheroom.床似乎占去了大半个屋子。Sheoccupiedherselfdoingroutineofficetasks.她忙于办公室的日常工作。

Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.(P44)

他们托着下巴，全神贯注地盯着窗外或天花板。stare

/steə(r)/

vi.

盯着看；凝视

n.

凝视搭配stareatsb/sth

盯着看；凝视；注视……例句Shestaredatmeindisbelief.她满腹疑惑地盯着我看。Shelaughed,ignoringthestaresofeveryonearoundher.她笑了起来，不顾周围每个人都在盯着她看。Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.(P44)

尽管学生们何时（对讲课）感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。perceive

/pə'siːv/

vt.

察觉；看待；理解搭配perceivesth/sbassth

将某人/某事看做……

例句Iperceivedachangeinhisbehaviour.我注意到他举止有些变化。Evenasayoungwomanshehadbeenperceivedasafuturechiefexecutive.甚至是在年轻时，她就被看作是未来的总裁。Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.(P44)

尽管学生们何时（对讲课）感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。distinguish

/dɪ'stɪŋgwɪʃ/

vi.&vt.

区分；辨别搭配distinguishsb/sthfrom

某人/某事区别于……

例句Sometimesrealityandfantasyarehardtodistinguish.有时候现实和幻想很难区分。Whatwasitthatdistinguishedherfromherclassmates?是什么使得她有别于班上其他同学呢？

However,ifastudentdoesnotbothertobrushherhairandhereyesareredfromweeping,...(P44)

但是，要是学生都懒得梳头，并且两眼因哭泣而发红……bother

/'bɒðə(r)/

vi.&vt.

费心；麻烦；因……操心

n.

麻烦；不便用法bother在句中意为“费心；因……操心”等。这种用法常见于否定句和疑问句，构成(not)bothertodo/doing结构。

例句Hedidn’tbothe