资源简介

(共20张PPT)
Reading for Writing
Unit 4
Body Language
Describe classroom body language
Two girls are talking in class.
The boy is sleeping.
The boy is waiting for the class to end.
The boy is wandering.
The boy is listening to the teacher carefully.
Lead in
What type of writing is it
What does the text talk about
An exposition
I can tell what my students are feeling
by their body language.
Prediction
1
2
Read for structure
Find out the topic sentence of each paragraph.
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Match each paragraph with its main idea.
Para 1-2
Recognize when students are interested or bored
Para 3
Para 4
Para 5
Para 6
Recognize when students are troubled
Recognize when students are distracted
Introduce the topic to readers
Stress the importance of the topic again.
Read for structure
Conclusion
Part 1
Part 2
Part 3
Paragraph 1-2
Paragraph 3-5
Paragraph 6
Introduction
interested or bored
distracted
troubled
Read for organization
Para.1-2
What does the sentence “what makes each student tick” mean in Para.1
The things that motivate one to behave in a certain way.
某人做事的动机，心理
Read for content
Feeling Body language from the text
(very) interested 1. look up and__________________
2.______ forward and _____ at the teacher
bored 1. have his/her head lowered to at the watch and the minutes for the class to end
2.______ their heads together to ________ notes.
3. look up, but there is an absence of .
Their eyes___________ and have the same ______________ on their faces. It is as though they are________with their eyes__________.
distracted 1. They spend all their time___________________but at me.
2.With , they occupy themselves by__________ or __________________________
make eye contact
lean
look
look
count
eye contact
barely move
distant expression
asleep
open
lean
write
looking anywhere
their chins on their hands
staring out of the window
up at the ceiling
Read for content
Para.3-5
Fill the chart.
Feeling Body language from the text
angry, afraid or anxious students have their arms in front of their chests and their legs .
sad or worried
embarrassed or ashamed/afraid of being called on by the teacher
faces in their hands
deeply troubled a student does not her hair and her eyes are from
_____________.
crossed
closed and crossed
wear a frown
hide
bother to brush
red
weeping
Para.3-5
Practice: Match the body language with the meanings.
Write the letters A-J on the lines.
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 of 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
Para.6
Why does the teacher think body language is important
Because body language can help the teacher know when to adjust class activities, when to intervene, and when to talk to students individually.
Read for content
1. 眼神交流
2. 没有眼神交流
3. 向前靠
4. 低着头
5. 皱眉
6. 睁着眼睛
7. 双手托着下巴
8. 交叉双臂放在胸前
9. 双腿并拢或交叉
10. 双手捂脸
11. 两眼因哭泣而发红
12. 盯着窗外或天花板
1. make eye contact
2. there is an absence of eye contact
3. lean forward
4. have one’s head lowered
5. wear a frown
6. with one’s eyes open
7. with one’s chin on one’s hands
8. have one’s arms crossed in front of one’s chest
9. have one’s legs closed or crossed
10. hide one’s face in one’s hands
11. one’s eyes are red from weeping
12. stare out of the window or up at the ceiling
Read for useful expressions
He leaned forward and made eye contact with the teacher. With his chin on his hands, he kept his eyes open, never staring out of the window or up at the ceiling.
(表达专注的肢体语言) 他身体前倾，与老师保持眼神交流。他双手托着下巴，双眼始终睁开，从不盯着窗外或是望向天花板。
(表达后悔的肢体语言)他低着头，避开眼神交流。他皱起眉头，有那么一会儿用双手捂住脸。随后他微微前倾身体，想要说些什么但是什么也说不出来。
He __ (低着头) and _______________ (没有眼神交流). He (眉头紧锁) and ________________ (双手捂脸) for a moment. Then he (挠了挠后颈) nervously, wanting to say something, but no word came out.
had his head lowered
there was an absence of eye contact
wore a heavy frown
hid his face in his hands
scratched the back of his neck
Writing
Use what you have learnt to write about body language.
假如你是李华,你的英国笔友Peter作为交换生即将来你校体验为期一个月的课堂学习。他担心因中英教室肢体语言（classroom body language）的差异而产生误会，从而影响课堂互动。故写信向你咨询相关建议。请你用英语给Peter回信。
内容包括：
1. 欢迎他来你校体验；
2. 提出课室肢体语言的相关建议；
3. 预祝他体验愉快。
注意：
1.词数80字左右,内容包括主要要点。
2.可以适当增加细节，以使行文连贯。

Outline
第一段：点题与欢迎：表达对Peter来校的欢迎，安抚其焦虑情绪。
I'm more than delighted to hear that... (很高兴听说……)
第二段：建议：结合“课室”这一特定场景，给出具体的肢体语言建议。
It is highly recommended to do... (强烈建议做……)
Why not do... (为什么不……呢？)
You'd better (not) do... (你最好（不）做……)
Doing... is a good way to... (做……是……的好方法)
第三段：祝愿：预祝他交换学习顺利。
Wish you a pleasant experience! (祝你有一段愉快的经历！)
May you have a wonderful time! (祝你玩得开心！)

Dear Peter,
I’m more than delighted to hear that you will come to our school as an exchange student. I’d like to extend my warmest welcome to you. With regard to the problem that you mentioned in the letter, I’m writing to offer some practical suggestions about body language in China.
Firstly, it is highly recommended to lean forward and nod to show you are listening to the teacher carefully. Secondly, you’d better not have your arms crossed or wear a frown in class, because it may make teachers think you are annoyed. Last but not least, why not avoid lowering your head with a sad look This body language probably makes teachers think that you are having serious conflicts with your classmates.
I hope my suggestions will be of benefit to you! May you have a wonderful time!
Yours,
Li Hua
Assessment
Aspects to consider Self-evaluation Peer-evaluation
Have a clear structure.
Use different sentence patterns.
Employ useful expressions learned in reading.
Include some of your own thoughts.
Beautiful handwriting.
Homework:
Write a passage: describe someone’s body language and explain what it tells us about the person’s feelings.

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