WhatIhidebymylanguage,mybodyutters－RolandBarthesUnit4BodyLanguageUsinglanguage(2)HowdoIknowmystudents?Part1Pre-reading：PredictionHowDoIKnowMyStudents?Predictwhatthetexttalksaboutfromthephotoandthetitle.Fromthephoto:Itmaybeaboutstoriesbetweentheteacherandthestudentsinaclassroom.Fromthetitle:Itmayanswerthequestionaskedinthetitlebyintroducingsomegoodwaysfortheteacherstoknowthestudents.bodylanguagefrowndaydreamleanforwardlowerone’sheadlookupandsmile…Q2:Whatkindofbodylanguageareyouawareof?boredamuseddistractedtroubledanxiousinteresteddifferentfeelings(meanings)Q1:Asastudent,whatdifferentfeelingshaveyoueverexperiencedinclass?pre-reading:WarmingupPart1ReadforGeneralIdeaanditstype::2.Whatisthetexttypeofthepassage?A.Narration(記敘文).B.ArgumentativeEssay(議論文).C.ExpositoryWriting(說明文).D.PracticalWriting(應(yīng)用文).答案:C1.Readthepassagequicklyandsummarizethemainidea.Thepassagemainlytellsusthatteacherscanobservestudents’bodylanguagetoadjusttheirteachingactivities.pre-reading:readforstructurePart1Scanningforthestructureofthetext.Drawthemindmaptoshowitsstructure.Reading

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ideasWhile-reading:readformainideaReadanddividethetextintothreeparts.PartPurpose1(Para____)2(Para_____)Recognisewhenstudents_______________Recognisewhenstudents_______________Distinguishwhenstudents_______________3(Para____)________________________isanimportantcomponentofbeingateacher.IntroductionareinterestedorboredaredistractedaretroubledReactingtobodylanguage①②③④⑤⑥While-reading:readfordetails

Para.1-2Reading

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detailsHOWDOIKNOWMYSTUDENTS?Idiomwhatmakessb.tickThethingsthatmotivateoneormakeonebehaveinacertainway.Asaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon'tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.

So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.P1P21.Whoistheauthor?2.Whatkindofstudentsdotheauthorhave?3.Whatdoesthesentence“whatmakeseachstudenttick”mean?While-reading:readfordetails

differentfeelingsinterestedboredamuseddistractedtroubledanxious…P3-P5Howmanyfeelingsarementionedinthispart?Whatarethey?While-reading:readfordetails

P3Itiseasytorecognisewhenstudentsareinterestedinalesson.BodylanguageofinterestlookupandmakeeyecontactsmilelookconfusedleanforwardandlookatmeAdditionalImplicationsdifficultreallyinterestedWhile-reading:readfordetails

P3Bodylanguageofnointerestheadloweredtolookatwatchtwofriendsareleaningheadstogetherlookup,butthereisnoeyecontact.eyesbarelymove,andalwayshavethesamedistantexpressionontheirfaces.AdditionalImplicationsboredandcountingdownwritingnotestoeachothertheyareasleepwiththeireyesopenPara.4While-reading:readfordetails

lookinganywherebutatmedaydreamingchinsontheirhandsstaringoutofthewindoworupattheceilingP4Somestudentsareamusedbysomethingelse.Theyspendalltheirtimelookinganywherebutatme.Thenagain,somestudents'favouriteactivityisdaydreaming.Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.Theyarecertainlyinterestedinsomething,butwhoknowswhat.Themainthingisremindingdistractedstudentsthattheyneedtopayattentioninclass.BodylanguageofdistractionAdditionalImplicationsinterestedinoramusedbysomethingelsePara.5food/restaurantsWhileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled....P5BodylanguageofbeingtroubledAdditionalImplicationshavearmscrossedinfrontofchestsandlegsclosedorcrossedangry,afraid,oranxioussadorworriedalwayswearafrownfood/restaurantsP5BodylanguageofbeingtroubledAdditionalImplicationshidetheirfacesintheirhandsembarrassedorashamedafraidofbeingcalledonbytheteacher.notbrushhairandeyesareredfromweepingdeeperissuesatwork:havingseriousconflictswithotherstudentsorathomePara.3-5Part2--Para3-5ReadandfillintheblanksStudents'bodylanguageMeaninglookingupandmakingeyecontactloweringhisheadtolookathisorherwatchtwofriendsleaningheadstogetherlookingupwithouteyecontact,theireyesbarelymovinglookinganywherebuttheteacherwiththeirchinsontheirhands,staringoutofthewindowlookingattheceilinginterestedinalessonboredandcountingdownwritingnotestoeachotherdaydreamingdaydreamingdistracteddistractedWhile-reading:readfordetails

Ultimately,mydutyishelpingeverystudentlearn.Theirbodylanguageletsmeknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Reactingtobodylanguageisanimportantcomponentofbeingateacher.P6While-reading:readfordetails

1Lookingupandmakingeyecontact

Averyinterested3Twofriendsleaningheadstogether

Cinterested4Leaningforwardandlookingattheteacher

Fwritingnotes

5Lookngup,butnoeyecontact,noexpression

Gseriousproblems7Chinonhand,lookingoutthewindow

Hliketheyareasleep8Lookingdown,armsorlegscrossed

I

daydreaming10Hairnotbrushed,redeyes

Jangry,afraid,or

experiencinganxietyACFGHIJMatchthebodylanguagewiththemeanings.Post-reading:FurtherthinkingWhatdifferentverbsdoestheteacherusetotalkaboutstudents’bodylanguage?know,recognize,perceive,distinguish,infer,inquire,assessReadagainandanswerthefollowingquestion.Read

forthinkingPost-reading:Furtherthinkingknow—tohaveinformationaboutsomethingrecognize—toknowwhosomeoneisorwhatsomethingis,becauseyouhaveseen,heard,experienced,orlearnedabouttheminthepastHowaretheverbsdifferent?perceive—tonoticeorbecomeawareofsomethingdistinguish—

toseeorunderstandhowonethingisdifferentfromanotherinfer—toformanopinionthatsomethingisprobablytruebecauseofinformationthatyouhaveinquire—toasksomeoneforinformationassess—tomakeajudgmentaboutapersonorsituationafterthinkingcarefullyaboutitWhatarethesepeopledoing？Whatistheirbodylanguagetellingyou?GroupdiscussionPracticedescribingclassroombodylanguage.Itlooksliketheteacherispointingatamalestudent,whoislookingupwithaseriousexpressiononhisface.Ithinktheteacherisscoldinghimforsomething.Meanwhile,thegirlinthebackofthephotoishidinghermouthwithherhand,andfromhereyesitlookslikesheissmiling.Perhapssheishappythattheotherstudentisbeingscolded.Practicedescribingclassroombodylanguage.Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.Practicedescribingclassroombodylanguage.Theboyistellingajoketothegirlinsecret,andsheis

hidingherfacebecausesheislaughing.JessyWriteapassagetodescribethebodylanguageofaperson,andexplainwhathis/herbodylanguagetellsus.lookingupherleftmouthcornermovingupherchinrestingonherlefthandholdingapeninherrighthandsittingwithherlegscasuallycrossedunderthetable,barefootedhereyessparklingImplicationsSheisthinking.Shemusthavegotaninterestingidea.Sheisrelaxed.Sheenjoyswritingandcreating.WritingPractice:1.Thinkaboutsomeclassroombodylanguageandwritedowntheirmeanings.2.Describeclassroombodylanguagethroughwriting.3.Writeapassagetodescribethebodylanguageofthepersoninyourdrawing.本篇文章

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你能做全對么？1.Lookatthequestions.Thenreadthetextonpage44andtrytoanswerthem1.Howdoestheteacherknowwhatstudentsarethinking?Bylookingattheirbodylanguage.2.Accordingtotheteacher,whatissomestudents'favouriteactivity?Daydreaming.3.Whatdoesthephrase“whoknowswhat”mean?

Itisimpossibletotellwhattheyareinterestedin.4.Whydoestheteacherthinkbodylanguageisimportant?Students’bodylanguageletstheteacherknowwhentoadjustclassactivities,whentoi