Unit4UsingLanguage导学案高中英语人教版选择性

Unit4BodyLanguageHowDoIKnowMyStudents?导学案LearningObjectives:prehension:recognizebodylanguageinclassroomandtellitsmeaningsApplication:describebodylanguageandinferitsmeaningsTeachingProcedures:StepⅠPreviewbyyourself(findoutusefulexpressionsinyourtext)Para3Itiseasytorecognise......很容易识别beinterestedin......对…...感兴趣/关心tendtodosth.易于做某事lookup向上看makeeyecontact进行眼神交流makeajoke说笑话lookconfused显得困惑leanforward往前靠;倾身向前asthough/if...好像haveatendencytodosth.有做某事的倾向leantowardswhatevertheyareinterestedin对任何他们感兴趣的东西往前靠haveone'sheadlowered把头低下counttheminutesfortheclasstoend计算下课的时间leantheirheadstogether他们的头靠在一起writenotestoeachother给对方写纸条havethesamedistantexpression带着同样的冷漠表情beasleepwithone'seyesopen某人睁着眼睛在睡觉Para4:Somestudents____________(amuse)bysomethingelse.Theyspendalltheirtime_______(look)anywhere__________atme.Thenagain,somestudents’favouriteactivityis______________(daydream).Withtheirchins____theirhands,theyoccupy____________bystaringoutofthewindoworup________theceiling.Theyarecertainlyinterestedinsomething,__________whoknowswhat.Themainthingisreminding__________(distract)students_____________theyneedtopayattention.Para5:虽然itiseasyto察觉whenstudentsareinterested,bored,or分心,itissometimesmuchharderto分辨whenstudentsare有烦恼.Studentswhoareangry,afraid,orexperiencing焦虑may胸前双手交叉andtheirlegsclosedorcrossed,liketheyare保护theirbodies.Studentswhoaresadorworriedwillnearlyalways皱着眉头.Theymayalsohidetheirfacesintheirhandsliketheyare尴尬or羞愧.Somestudentsactthisway仅仅becausethey害怕老师被名.However,ifastudent懒得梳头and眼睛因哭泣而发红,thenIcan推断that有更深层次的问题在起作用.Itcouldbethatsheis与其他学生或在家里有严重的冲突.不管是什么,IknowIneedto询问评估发生了什么.Para.6:Ultimately,mydutyishelpingeverystudenttolearn.Theirbodylanguageletsmeknowwhento,whento,andwhento,sotheycanallgetthemostoutofschool.Reactingbodylanguageisanimportantponentofbeingateacher. StepⅡReadforstructureandmainideaReadthetext,findoutthetopicsentenceofeachparagraphandgivethemainidea.ParagraphMainideaParagraph1and2____________ofthetopicParagraph3Recognizewhenstudents_______________________Paragraph4Recognizewhenstudents_______________________Paragraph5Distinguishwhenstudents______________________Paragraph6Conclusion:__________________________________StepⅡⅠReadfordetailedinformationActivity1ReadPara3toPara5carefullyandfillintheblankswithverbs.Para3:Recognisewhenstudentsareinterestedorbored.1.______upand______eyecontact2.______forwardand_____attheteacher3.haveone’shead_____tolookathis/herwatch,________theminutes4.______up,butnoeyecontact,noexpression5.eyesbarely______Para4:Recognisewhenstudentsaredistracted.1.______everywhere2.______one’schinonone’shand3._____outofthewindoworupattheceilingPara5:Distinguishwhenstudentsaretroubled.1.haveone’sarms_________2.haveone’slegs__________3.__________afrown4.__________one’sfaceinhis/herhandsActivity2Trytoretellthosebodylanguagesinyourownwords.AveryinterestedBboredAveryinterestedBboredCinterestedDsadorworriedEdistractedFwritingnotesGseriousproblemsHliketheyareasleepIdaydreamingJangry,afraid,orexperiencinganxiety___1Lookingupandmakingeyecontact___2Leaningovertolookatone’swatch___3Twofriendsleaningheadstogether___4Leaningforwardandlookingattheteacher___5Lookingup,butnoeyecontact,noexpression___6Lookingaway___7Chinonhand,lookingoutthewindow___8Lookingdown,armsorlegscrossed___9Frowning___10Hairnotbrushed,redeyesStepⅣPostreadingGroupwork(chooseataskandfinishitwithyourgroupmembers.)Task1Actitout：pickanybodylanguagefromthetextandactitoutinclass.Task2Readandtell:Youwillbegivenseveralpictures,choosesomeyoulikeanddescribethebodylanguageanditsrelatedemotions/feelings.Sample:Theboyis_________________________________Itseemsheis