Unit 4 Reading for writingppt课件 -（2019）新人教版高中英语选择性必修第一册.pptx

1、 To read a passage about how a teacher knows her/ his students by body language. To draw a conclusion of what body language you have learnt in this unit. To learn some important words and sentence patterns. daydreaming Look and say what the body language means in each picture below. How do you behav

2、e in class? be very interested in shy distracted As a student, what different feelings have you ever experienced in class? What kind of body language are you aware of? different feelings interested bored amused distracted troubled anxious Listening 1. How does the teacher know what students are thin

3、king? 2. According to the teacher, what is some students favourite activity? 3. What does the phrase “who knows what” mean? 4. Why does the teacher think body language is important? Listen to the text on page 44 and try to answer them. 1. How does the teacher know what students are thinking? 2. Acco

4、rding to the teacher, what is some students favourite activity? The teacher knows what studens are thinking by looking at their body language. Daydreaming. 3. What does the phrase “who knows what” mean? 4. Why does the teacher think body language is important? It is impossible to tell (what they are

5、 interested in). Students body language lets the teacher know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Reading Match the body language with the meanings. _ 1 Looking up and making eye contact _ 2 Leanin

6、g over to look at ones watch _ 3 Two friends leaning heads together _ 4 Leaning forward and looking at the teacher _ 5 Looking up, but no eye contact, no expression _ 6 Looking away _ 7 Chin on hand, looking out the window _ 8 Looking down, arms or legs crossed _ 9 Frowning _ 10 Hair not brushed, re

7、d eyes A very interested B bored C interested D sad or worried E distracted F writing notes G serious problems H like they are asleep I daydreaming J angry, afraid, or experiencing anxiety C B F A H E I J D G 1. In which paragraphs does the author: introduce the issue?_ recognize when students are d

8、istracted?_ distinguish when students are troubled?_ recognize when students are interested or bored?_ confirm the importance of classroom body language _ Para.1-2 Para. 4 Para. 5 Para. 3 Read the passage quickly and find the answers. Para. 6 Summary Title PartPurpose or main idea 2 How many parts c

9、an the text be divided? Whats the purpose or rmain idea of each paragraph? Three parts Para. 1-2 Para. 3-5 Para. 6 How do I know my students? Introduction to the topic: Classroom Body Language Body: Examples of classroom body language and what they imply Conclusion: confirm the importance of classro

10、om body language StructureStructure 总总 分分 总总 Speaking Look at the following photos. In groups, discuss what these people are doing and draw what their body language is telling you. It looks like the teacher is pointing at a male student, who is looking up with a serious expression on his face. I thi

11、nk the teacher is scolding him for something. Meanwhile, the girl in the back of the photo is hiding her mouth with her hand, and from her eyes it looks like she is smiling. Perhaps she is happy that the other student is being scolded. The boy is giving a fist pump and smiling. This is normally done

12、 when someone has just accomplished something good and wants to celebrate. The boy is telling a joke to the girl in secret, and she is hiding her face because she is laughing Writing Body Language Information Sheet Body languageMeaning Moving the hand in circles over the stomach after a meal. Almost

13、 everywhere: Im full. The “OK” sign. Japan: money France: zero Brazil and Germany: not polite China: . . Work in groups and make a list of body languages you have learnt in this unit. Try to add other body languages you know. The group leader introduce and other students guess the body language. Sta

14、nding with ones hands on ones hips shows that a person is angry in many cultures, such as Malaysia, Argentina, and Mexico. Many Mexicans like to touch people on the arm. This shows that they want to be friendly. When communicating with someone from Tanzania or Kenya, do not use your left hand when g

15、iving or receiving things like a business card or gift. In Vietnamese culture, the head is considered the most important part of the body. Only parents or an important person can touch your head. If a Lebanese person stands close to you, do not feel that they are entering your personal space. Person

16、al space is relatively smaller in Lebanon and many other places. In Korean culture, one must be careful not to show too much emotion through facial expressions, except in very casual situations. Koreans may tend to distrust people who use exaggerated facial expressions, or may misunderstand what tho

17、se facial expressions mean. People of Puerto Rico move their noses to say, “Whats going on here?” Based on your list, research online to discover what the same kinds of body language mean in different cultures. Present your information sheet to the class, and then vote on the best one. Useful expres

18、sions 1. 继续，进行，发生继续，进行，发生 2. 同时同时 3. 一对一谈话一对一谈话 4. 对对.感兴趣感兴趣 5. 往往会往往会. 6. 抬头看，查阅抬头看，查阅 7. 向前倾向前倾 8. 有做某事的倾向有做某事的倾向 9. 似乎，好像似乎，好像 10. 睁开眼睛睁开眼睛 go on at the same time have a one-on-one conversation with sb be interested in tend to do sth look up lean forward have a tendency to do sth as if/though wit

19、h their eyes open 11. 被某事逗乐被某事逗乐 12. 忙于忙于. 13. 皱眉皱眉 14. 害怕做某事害怕做某事 15. 费心做某事费心做某事 16. 在工作，有某种影响在工作，有某种影响 17. 可能是可能是. 18. 充分利用学校资源充分利用学校资源（存到更（存到更 多知识）多知识） 19. 对对.做出回应做出回应 be amused by occupy oneself by doing sth wear a frown be afraid of doing sth bother to do sth at work It could be that. get the most out of school react to Learn more about classroom body language. Finish your passage and revise it.