(
课件网) Unit 4 Using Language Reading for Writing They are talking in the class. She is sleeping in the class. He is waiting for class to end. He is wandering in the class. He is listening to the teacher carefully. Lead in 1 2 5 3 4 Classroom body language can help a teacher to know students better. How do I know my students While-reading Task 1: Listen and figure out the structure of the passage Introduction (Para 1&2) Part 1 Part 2 Part 3 Conclusion (Para 6) Body (Para 3-5) Para.3: Recognize when students are interested or bored Para.4: Recognize when students are distracted Para.5: Distinguish when students are troubled examples of body language & what they imply Please scan for the structure of the text, and draw a mind map of the passage. general general specific Task2—Skimming : 1.What's the type of the passage A. Narration B. Argumentation C. Exposition D. Application 2. 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 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 what makes sb. tick It means what makes sb behave in the way they do. 使某人这么做的原因 P1 P2 Task3———Careful reading 1. Who is the author 2. What kind of students do the auther have 3. How do the author know “what makes each student tick” As an educator Many students are quite shy and don't speak all that much. what makes each student tick 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 Task 2: Read for detailed information Match the body language with the meanings.(P45, Ex.2) Read for details（Para.6） when to adjust class activities when to intervene… when to talk to them individually reactions By looking at the students’ body language To help every student to learn To get the most out of school An important component of being a teacher Q: Why does the teacher think body language is important Post-reading Thinking :How can body language help us in continuation writing（读后续写） It makes our description more vivid and authentic. 1 We were worried about what could be done ... ...
