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课件网) Describe classroom body language Reading for Writing Unit 4 Body Language 1.To read and learn about body language; 2.To make predictions and improve reading ability; 3.To understand the different meaning and the same meaning of body language in different cultures; 4.To analyze the structure of the information and express your viewpoint. In this class, you will Learning Objectives Lead in 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. Task 1: Listen and figure out the structure of the passage While-reading 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 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. How do I know my students I look at their body language. How does the writer arouse readers’ interest Was it difficult to know the students Why what is going on in the minds of my students 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. I look at their body language. students’ unique character communication limited By asking a question to lead in the topic [俗语]what makes sb. tick某人做事的动机，心理 (喻指做事情的目的/原因) a tough task Reading for the content (para1-2) Detailed-reading Read Para 3 to Para 5 carefully and fill in the blanks Para 3: Recognise when students are interested or bored. 1. look up and make eye contact 2._____ forward and _____ at the teacher 3. have one’s head _____ to look at his/her watch, _____ the minutes 4. look up, but no eye _____, no expression 5. eyes barely _____ Para 4: Recognise when students are distracted. 1. look everywhere 2. _____ one’s chin on one’s hand 3. _____ out of the window or up at the ceiling Para 5: Distinguish when students are troubled. 1. have one’s arms _____ 2. have one’s legs _____ _____ 3. _____ a frown 4. _____ one;s face in his/her hands lean lo ... ...
