高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language课文ppt课件

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language课文ppt课件，共36页。

Learning bjectives
By the end f this sectin, yu will be able t:1. predict the main idea f a text based n its title and picture;2. recgnize the meaning f different classrm bdy language;3. grasp the features f this text, like its structure and language;4. write a passage t describe classrm bdy language;5. cperate with grup mates actively thrugh checking yur writings tgether.
Let’s discuss the fllwing questins.
As a student, What different feelings have yu ever experienced in class?
Different feelings(meanings)
What kind f bdy language are yu aware f?
bdylanguage
lwer ne’s head
lk up and smile
lean frward
Let’s predict what the text will talk abut frm the pht and the title.
Hw D I Knw My Students?
It may be abut stries between the teacher and students in a classrm.
It may answer the questin asked in the title by intrducing sme gd ways fr the teachers t knw the students.
Let’s read and check yur predictins.
What’s the main idea f this text?
The text intrduces hw the teacher knws the students thrugh their bdy language and helps them grw.
Sample Answer
Let’s read and fill in the table.
Intrductin (lead int the tpic: Hw d I knw my students)
As an educatr, peple ften ask me hw I knw what is ging n in the minds f my students. Many students are quite shy and dn’t speak all that much. At the same time, in a classrm f mre than frty students, it is hard t have many ne-n-ne cnversatins with each persn. S, hw can I really knw what makes each student tick?
My answer? I lk at their bdy language.
Intrductin (Give the answer: bdy language)
Recgnise when students are interested r bred.
It is easy t recgnise when students are interested in a lessn. Mst tend t lk up and make eye cntact. When I make a jke, they smile. When I talk abut smething difficult, they lk cnfused. I knw when students are really interested, hwever, because they lean frward and lk at me. Peple have a tendency t lean twards whatever they are interested in. S if a student has his head lwered t lk at his watch, it implies he is bred and just cunting the minutes fr the class t end. If tw friends are leaning their heads tgether, they are prbably writing ntes t each ther. Of curse, nt everyne wh lks up is paying attentin in class. Sme students lk up, but there is an absence f eye cntact. Their eyes barely mve, and they always have the same distant expressin n their faces. It is as thugh they are asleep with their eyes pen.
Recgnise when students are distracted.
Sme students are amused by smething else. They spend all their time lking anywhere but at me. Then again, sme students’ favurite activity is daydreaming. With their chins n their hands, they ccupy themselves by staring ut f the windw r up at the ceiling. They are certainly interested in smething, but wh knws what. The main thing is reminding distracted students that they need t pay attentin in class.
Distinguish when students are trubled.
While it is easy t perceive when students are interested, bred, r distracted, it is smetimes much harder t distinguish when students are trubled. Students wh are angry, afraid, r experiencing anxiety may have their arms crssed in frnt f their chests and their legs clsed r crssed, like they are guarding their bdies. Students wh are sad r wrried will nearly always wear a frwn. They may als hide their faces in their hands like they are embarrassed r ashamed. Sme students act this way merely because they are afraid f being called n by the teacher. Hwever, if a student des nt bther t brush her hair and her eyes are red frm weeping, then I can infer that there are deeper issues at wrk. It culd be that she is having serius cnflicts with ther students r at hme. Whatever it is, I knw I need t inquire and assess what is ging n.
Cnclusin: Why students’ bdy language is imprtant fr teachers.
Ultimately, my duty is helping every student t learn. Their bdy language lets me knw when t adjust class activities, when t intervene, and when t talk t students individually, s they can all get the mst ut f schl. Reacting t bdy language is an imprtant cmpnent f being a teacher.
Intrductin (Paragraphs 1 and 2)
Recgnise when students are interested r bred (Paragraph 3)
Recgnise when students are distracted (Paragraph 4)
Distinguish when students are trubled (Paragraph 5)
Cnclusin (Paragraph 6)
Let’s read again and answer the fllwing questins.
1. Hw des the teacher knw what students are thinking?2. Accrding t the teacher, what is sme students’ favurite activity?3. What des the phrase “wh knws what” mean?4. Why des the teacher think bdy language is imprtant?
1. By lking at their bdy language.2. Daydreaming.3. It is impssible t tell (what they are interested in).4. Students’ bdy language lets the teacher knw when t adjust class activities, when t intervene, and when t talk t students individually, s they can all get the mst ut f schl.
Sample Answers
Match the bdy language with the meanings. Write the letters A-J n the lines.
1. Lking up and making eye cntactA very interested2. Leaning ver t lk at ne’s watch B bred3. Tw friends leaning heads tgether C interested4. Leaning frward and lking at the teacher D sad r wrried5. Lking up, but n eye cntact, n expressin E distracted6. Lking away F writing ntes7. Chin n hand, lking ut the windw G serius prblems8. Lking dwn, arms r legs crssed H like they are asleep9. Frwning I daydreaming10. Hair nt brushed, red eyes J angry, afraid, r experiencing anxiety
Lk at the fllwing phts. In grups, discuss what these peple are ding and what their bdy language is telling yu.
It lks like the teacher has asked a questin, and her eyes are lking at students. At the same time, students are raising their hands, expecting t answer the questin. S the classrm atmsphere is very lively. Perhaps the relatinship between teacher and students is harmnius.
The by is giving a fist pump and smiling. This is nrmally dne when smene has just accmplished smething gd and wants t celebrate.
The by is telling a jke t the girl in secret, and she is hiding her face because she is laughing.
Draw smene yu knw. Shw his/her bdy language in yur drawing.
Accrding t the fllwing table, write a passage t describe the bdy language f the persn in yur drawing, and explain what his/her bdy language tells us.
Exchange yur draft with a partner.
1. Use the checklist t help yu review yur partnerʼs draft.Is the persn prperly identified?Is the descriptin clear?Des the writer give his/her impressins f the feelings and persnality f the persn in the drawing, and als explain why he/she has these impressins?Des the writer use crrect grammar, punctuatin, and spelling?2. Take yur draft back and revise it.
This is my friend, Allen. He is bending ver a piece f paper with a pencil in his hand, drawing. His ther hand hlds an eraser near the paper, because he wants t be able t use it as sn as he needs it withut wasting time. Allen is a very serius artist, which yu can tell frm the intense lk n his face. When he is drawing, he tends t blck ut everything else in the wrld. Often, when ther peple call ut his name, he des nt even hear them because he is lst in his art.
Sample Writing
Sharing yur drawing and descriptin with the rest f the class.
Wrds and Expressins
Peple have a tendency t lean twards whatever they are interested in. (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there is a tendency (fr sb) t d sth （对……来说）做某事成为趋势 例句The drug is effective but has a tendency t cause headaches.这种药很有效，但可能会引起头疼。There is an increasing tendency fr wmen t have children later in life. 女性晚育趋势越来越强。
... it implies he is bred and just cunting the minutes fr the class t end. (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Cle blushed. She had nt meant t imply that he was lying.克利奥脸红了。 她不是故意暗指他在撒谎的。Are yu implying (that) I am wrng?你的意思是不是说我错了？
With their chins n their hands, they ccupy themselves by staring ut f the windw r up at the ceiling. (P44) 他们托着下巴，全神贯注地盯着窗外或天花板。ccupy /'ɒkjupaɪ/ vt. 占据；占用 例句The bed seemed t ccupy mst f the rm. 床似乎占去了大半个屋子。She ccupied herself ding rutine ffice tasks. 她忙于办公室的日常工作。
With their chins n their hands, they ccupy themselves by staring ut f the windw r up at the ceiling. (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stare at sb/sth 盯着看；凝视；注视…… 例句She stared at me in disbelief. 她满腹疑惑地盯着我看。She laughed, ignring the stares f everyne arund her. 她笑了起来，不顾周围每个人都在盯着她看。
While it is easy t perceive when students are interested, bred, r distracted, it is smetimes much harder t distinguish when students are trubled. (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perceive sth/sb as sth 将某人/某事看做…… 例句I perceived a change in his behaviur.我注意到他举止有些变化。Even as a yung wman she had been perceived as a future chief executive.甚至是在年轻时，她就被看作是未来的总裁。
While it is easy t perceive when students are interested, bred, r distracted, it is smetimes much harder t distinguish when students are trubled. (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distinguish sb/sth frm 某人/某事区别于…… 例句Smetimes reality and fantasy are hard t distinguish. 有时候现实和幻想很难区分。What was it that distinguished her frm her classmates? 是什么使得她有别于班上其他同学呢？
Hwever, if a student des nt bther t brush her hair and her eyes are red frm weeping, ... (P44) 但是，要是学生都懒得梳头，并且两眼因哭泣而发红……bther /'bɒðə(r)/ vi. & vt. 费心；麻烦；因……操心 n. 麻烦；不便用法bther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(nt) bther t d / ding结构。 例句He didn’t bther t cmplain abut the matter.他都懒得就这件事抱怨。
It culd be that she is having serius cnflicts with ther students r at hme. (P44) 极有可能她与同学或家人发生了很大的冲突。cnflict /'kɒnflɪkt/ n. 矛盾；冲突 /kənˈflɪkt/ vi. 冲突；抵触 搭配in cnflict with 和……冲突 例句She fund herself in cnflict with her parents ver her future career. 她发现自己在将来择业的问题上与父母存在着分歧。There are cnflicting views abut what caused the accident.对于事故起因，大家看法不一。
Whatever it is, I knw I need t inquire and assess what is ging n. (P44) 不管是什么，我知道我必须去探个究竟，搞明白发生了什么事情。inquire (=enquire) /ɪn'kwaɪə(r)/ vi. & vt. 询问；打听 例句I called the statin t inquire abut train times. 我打电话到车站询问火车时刻。I am writing t inquire abut yur advertisement in The Times. 贵方在《泰晤士报》刊登广告，特此致函查询。
Their bdy language lets me knw when t adjust class activities, ... (P44) 他们的肢体语言让我知道该何时调整课堂活动……adjust /ə'dʒʌst/ vt. 调整；调节 vi. & vt. 适应；（使）习惯 搭配adjust t ding sth 适应某事 例句Adjust yur language t the age f yur audience. 要根据听众的年龄使用相应的语言。My parents had truble adjusting t living in an apartment.我父母不习惯住公寓。