人教版选择性必修第一册Unit4Usinglanguage-howdoIknowmystudents课件

2.Revise the definition of body language
1.Show a video of Mr Bean and ask the questions.
2.Help students revise what body language is.
通过憨豆先生的短片，引起学生的注意，导入话题：body language。
Important and difficult teaching points
1. To train students’ ability to gain and analyze information, and solve the problems in English;
2. To help students recognize and describe certain body language.
12.Discuss with partners to describe body language in the pictures and explain its meanings.
9.Show pictures of different situations and ask students to describe them.
Leading-in
(5’)
1.Students watch a video and answer:
1)What is Mr Bean doing?
2)Does he know the answers to the questions in the paper?
3)How do you know that?
Reading for the main idea
(5’)

2.predict, hear, and talk about how people use and understand body language;
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注

选择性必修第一册Unit 4 | Using Language第一部分课文填空新人教选择性必修B1U4P43HOW DO I KNOW MY STUDENTS?As an educator, people often ask me_______ 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 _______ same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each person. _______, how can I really know what makes each student tick?My answer? I look at their body language.It is easy to recognise _______ 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, _______, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So _______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_______(probabe) 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 _______ their faces. It is as though they are asleep with their eyes open.Some students are amused by something else. They spend all their time_______(look) 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 _______(distract) students that they need to pay attention in class._______ 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 _______________(experience) 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___________ 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___________(deep) issues at work. It could be that she is having serious conflicts with other students or at home. _____________it is, I know I need to inquire and assess what is going on.________________(ultimate), my duty is helping every student to 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._______________(react) to body language is an important component of being a teacher.1___________________2____________________3________________4___________________5____________________6________________7___________________8____________________9________________10___________________11____________________12_____________13___________________14____________________15_____________16_____________________17_________________答案1.how2.the3.So4.When5.However6.if7.probably8.on9.looking10.d istracted11.W hile12.e xperiencing13.o r14.d eeper15.W hatever16.U ltimately17.R eacting第二部分：中英文翻译我如何了解我的学生？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 manyone-on-one conversations with each person. So, how can I really know what makes each student tick?作为一名教师，人们经常问我，我怎么知道自己的学生在想什么。

Discuss when and where people need to use body language to communicate effectively.
can’t speak
when
can’t hear well
where
not convenient ……
Listen to a conversation about body language. Then answer the following questions. 1. How did the man get the idea of using gestures
is not polite. 3. The police team were probably successful in
catching the criminals. 4. Both speakers think body language is useful. 5. The woman is not very confident about her
Look at the following facial expressions and guess their meanings.
Look at these photos and discuss what you think each person is communicating.
People communicate
• To understand some facial expressions and talk about body language;
• To understand a conversation and learn to infer meaning for it;