资源简介

(共37张PPT)
On Reaching Age Ninety
Mine has been
A promising life, fully fulfilled,
A dedicated life, with purpose and principle,
A happy life, with no remorse or resentment,
And a long life
Travevsed in deep gratitue.
Yang Zhenning, one of the world’s greatest physicists, was born in 1922 and passed away in Beijing in 2025 at the age of 103—a life span witnessing the development of modern physics and the rise of his motherland.
Driven by a deep love for science, he studied diligently in his youth before going to the US for advanced education; his efforts even led him to win the 1957 Nobel Prize in Physics with Li Zhengdao, an honor that brought him global fame.
Though he achieved much abroad, his love for the motherland never faded. He built ties between Chinese and American scientists, funded Chinese scholars’ overseas studies, and eventually returned to Tsinghua University in 1999 to advance China’s science. We’ll always remember his contributions to physics and his inspiring influence on young scientists.
Unit 4 Body Language
Using Language
How Do I Know My Students
To read a passage about how a teacher knows her/ his students by body language
To learn to write a passage to describe the body language of a person
To learn some important words and sentence patterns
Learning Objectives
How Do I Know My Students
Predict Pay attention to the photo and title.
From the photo:
Where
Who
From the title:
main idea
the type of the passage
The style of passage：
A. exposition
B. argumentation
C. narration
I can know my students by their body language
The main idea of the passage:
Predict
So, how...
Part 1 (para 1-2)
Lead into the
topic
interested
bored
Para3
Recognise when students are _______
or _______
interested
bored
Para4
Recognise when students are _______
distracted
troubled
Para5
Distinguish when students are _______
troubled
ultimately
Part 2
(para 3-5)
students’ body language &feelings
Part 3
(para 6)
Conclusion
distracted
●general
●specific
●general
Read for the structure
As an educator, people often ask me how I know what is going on in the minds of my students. Many students are quite shy and don't speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. So, how can I really know what makes each student tick
My answer I look at their body language.
Idiom
The things that motivate one or make one behave in a certain way.
[俗]某人做事的动机，心理
People are curious to know______________________
人们很好奇，想知道那些消防队员们工作的动力所在。
P1
P2
1. What does the sentence “what makes each student tick”mean
As an educator
Many students are quite shy and don't speak all that much.
Detailed reading
what makes firefighters tick
Para3
It is easy to recognise when students are interested in a lesson. Most tend to look up and make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused . I know when students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. If two friends are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces. It is as though they are asleep with their eyes open.
All of a sudden, Jack jumped______________________________________
突然，Jack 跳起来好像他被闪电击中了似的。
as though he had been struck by lightning.
look up and make eye contact
lean forward and look at the teacher
interested
have their head lowered
to look at their watch
lean their heads together
look up without eye contact no expression
bored
Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students’ favourite activity is daydreaming. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The main thing is reminding distracted students that they need to pay attention in class.
Para 4
Q2: According to the teacher, what is some students’ favourite activity
Daydreaming.
Q3: What does the phrase “who knows what” mean
It is impossible to tell (what they are interested in).
look anywhere but at the teacher
daydreaming
with their chins on their hands, they stare out of the window or up at the ceiling
distracted
While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. Some students act this way merely because they are afraid of being called on by the teacher. However, if a student does not bother to brush her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on.
_____ I like Ronald personally, I don’t _______________________________
Gwen jutted her chin forward,nose in the air, and_______________________
Para 5
approve of what he has done this time.
While
didn’t bother to answer
When students have their arms crossed in front of their chests and their legs closed and crossed.
angry
afraid
anxious
frown
sad
worried
hide their faces in their hands
sad or worried
embarrassed or ashamed
afraid of being called on by the teacher.
their eyes are red from weeping
deeper issues like having conflicts with others.
are troubled
Ultimately, my duty is helping every student learn. Their body language lets me 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. Reacting to body language is an important component of being a teacher.
Q4: Why does the teacher think body language is important
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.
Para 6
单击此处添加标题
___ 1 Looking up and making eye contact ___ 2 Leaning over to look at one’s 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, red 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
D
J
G
Match the body language with the meanings.(P45, Ex.2)
Post- reading
While-reading : read for details
阅读课文，选择正确选项
(　　) 1.How can the writer know what makes each student tick
A．By having one-on-one conversations with each person.
B．By talking with some students.
C．By observing students’ body language.
D．By asking them to write a letter to the teacher.
C　
(　　) 2.When students are not interested in a lesson, they may ________.
A．look up and make eye contact
B．lean forward and look at the teacher
C．lower their heads and look at the watch
D．smile when the teacher makes a joke
C　
While-reading : read for details
(　　)3.When students have their arms crossed in front of their chests and their legs crossed, they may feel ________.
A．happy　　 B．excited
C．shocked　　 D．angry
D　
(　　) 4.Where is the text likely to be taken from
A．A social magazine.
B．A science book.
C．A research report.
D．A health magazine.
A　
Post-reading : Further thinking
know—
to have information about something
recognize—
to know who someone is or what something is, because you have seen, heard, experienced, or learned about them in the past
How are the verbs different
perceive—
to notice or become aware of something
distinguish—
to see or understand how one thing is different from another
infer—
to form an opinion that something is probably true because of information that you have
inquire—
to ask someone for information
assess—
to make a judgment about a person or situation after thinking carefully about it
Practice
Look at the following photos. In groups, discuss what these people are doing and what their body language is telling you.
It looks like many students are raising their hand to speak. Perhaps the teacher has just asked the class a question.
Practice
Look at the following photos. In groups, discuss what these people are doing and what their body language is telling you.
The boy is giving a fist pump and smiling. This is normally done 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
Imitative writing
Most tend to look up and make eye contact.
佳句翻译：
大部分学生会抬头看，并且有眼神交流。
Most tend to ＋表动作的肢体语言。
佳句提炼:
当张老师上课时，她总是会和我们进行眼神交流。
When Ms. Zhang is having class, she is always making eye contact.
佳句仿写：
Imitative writing
2. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling.
With 的复合结构＋they occupy themselves by staring out of the window or up at the ceiling.
佳句提炼:
佳句翻译：
他们托着下巴，全神贯注地盯着窗外或天花板。
With one hand pointing at the blackboard, she is spreading the other hand out
to ask someone to answer her questions.
佳句仿写：
张老师一个手指着黑板，伸出另一个手要求学生回答问题。
Imitative writing
3. However, if a student does not bother to brush her hair and her eyes
are red from weeping, then I can infer that there are deeper issues at
work.
However, if a student does not bother to ＋肢体语言，then I can infer that there are deeper issues at work.
佳句提炼:
但是要是学生都懒得梳头，并且两眼因哭泣而发红，那么我能够推断她遇到了更严重的问题。
佳句翻译:
If we students perform well, Ms. Zhang is always clapping her hands for us and
nodding her head with a sight smile on her face.
佳句仿写：
如果我们课堂表现好，张老师会为我们鼓掌并且点头微笑。
Imitative writing
4. When I talk about something difficult, they look confused.
When I talk about something difficult, they ＋表示心理状态的形容词.
佳句提炼:
佳句翻译：
当我讲难一点的内容时，他们看上去很困惑。
When she is lost in her class, her eyes shine with excitement, and she is cheerful.
佳句仿写：
当她沉浸在课堂里，她很开心，她的眼睛闪着兴奋的光芒。
Writing Practice
假如你是李华,你校校报的英文版就身势语的差异进行征稿。请你根据以下表格内容写一份关于中美身势语差异的英文稿件。
身势语 美国 中国
身体接触 保持距离,较少接触,尤其是同性之间 身体接触较多,例如女性之间可以手拉手等
伸舌头 一种粗鲁的表现 一种尴尬的表现
拍小孩的头 给予安慰或鼓励 表示喜爱
　注意: 1. 短文应包括表格所示的全部内容,可以适当发挥;
2. 词数100左右,文章开头已为你写好,不计入总词数。
As we have more communication with foreigners, we should pay more attention to the differences in body language.
思路点拨
主题 中美身势语的差异 体裁 说明文
人称 时态
布局 第一段: 强调 ,表明 (已给出) 第二段: 根据 ,说明身体接触、伸舌头和拍小孩的头这几种身势语的中美差异 第三段: 。
以第一、三人称为主
一般现在时
身势语的重要性
写作目的
表格提示
总结
Complete the following sentences according to their Chinese meanings.
(1)从表格中我们可以看到这种情况。
We can　　　　　　　　　　　 　.
(2)中国女性经常手牵手走路。
Women in China often 　　　　　　　 　　　　　.
(3)这在美国并不常见。
　　　　　　
(4)美国人通常站得离彼此不是很近。
Americans usually　　　　　　　　　　　　each other.
see this situation from the table
walk hand in hand
It is not common in America.
do not stand close to
Complete the following sentences according to their Chinese meanings.
(5)他们几乎不碰对方,尤其是同性之间。
They　　　　　 　each other, especially for people of the same sex.
(6)美国人认为伸舌头是无礼的,但是中国人却经常使用这种身势语。
Americans think 　　　　　 　　, but Chinese people often use this body language.
(7)他们感到尴尬或羞愧。
They are　　　　　　　　 　.
(8)中国人会拍拍孩子的头。
Chinese people will　　　　　　　　　　　 　.
barely touch
it’s rude to stick out one’s tongue
embarrassed or ashamed
pat a child on the head
Complete the following sentences according to their Chinese meanings.
(9)他们喜欢他。
They　　　　　　.
(10)美国人也这样做。
Americans　　　　　　as well.
(11)他们想表达安慰或鼓励。
They want to　　　　　　　　　 　　　.
(12)只有充分理解在身势语方面的差异,我们才能恰当地进行沟通。
We can communicate appropriately 　　　　the differences in body language.
like him
do so
express comfort or encouragement
only by fully
understanding
句式升级
(13)将句(1)、(2)、(3)合并为含有as、which引导的定语从句的主从复合句。 　　　　　　　　　　　　　
As we see from the table, women in China often walk hand in hand, which is not common in America.
句式升级
(14)将句(4)、(5)合并为并列句.
Americans usually don’t stand close to each other and they barely touch each other, especially for people of the same sex.
句式升级
(15)将句(6)、(7)合并为含有形式宾语it和时间状语从句的并列复合句。
Americans think it rude to stick out one’s tongue, but Chinese people often use this body language when they are embarrassed or ashamed.
句式升级
(16)将句(8)、(9)、(10)、(11)合并为含有条件状语从句、时间状语从句的并列复合句。
Chinese people will pat a child on the head if they like him, and Americans do so as well when they want to express comfort or encouragement.
句式升级
(17)将句(12)升级为倒装句。
Only by fully understanding the differences in body language can we communicate appropriately.
As we have more communication with foreigners, we should pay more attention to the differences in body language.
As we see from the table, women in China often walk hand in hand, which is not common in America. By comparison, Americans usually don’t stand close to each other and they barely touch each other, especially for people of the same sex. Also, Americans think it rude to stick out one’s tongue, but Chinese people often use this body language when they are embarrassed or ashamed. Furthermore, Chinese people will pat a child on the head if they like him, and Americans do so as well when they want to express comfort or encouragement.
In a word, differences do exist; only by fully understanding the differences in body language can we communicate appropriately.

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