Unit4BodyLanguageReadingforwritingLeadinTask1:WatchandIdentifyMrBeaninclass1.Doeshelistenattentivelyinclass2.Howdoeshefeel3.HowdoyouknowStep1LeadinTask1:WatchandIdentifyMrBean’sbodylanguageinclassI’msleepy.unabletolifteyelidsLeadinTask1:WatchandIdentifylookatthedeskmatelookattheceilingturnarounddistractedgaze眼神渙散onecornerofthemouthraisedI’mincrediblybored.MorebodylanguageinclassHowdoIknowmystudentsReadthewholepassagetocheckthepredictionandtrytofindoutthemainideaofthetext.Thetextmayintroduce___________________forthe_________toknowthestudents.someusefulwayseducatorsLookingattheheadlineandtheillustration,whatquestionseintoyourmind①Whoistheauthor②Howdoestheauthorknowherstudents③Whydoesateacherneedtoknowhis/herstudentsPre-readingStep2ReadingforthestructureIntroductionHowtheteacherknowstudents’bodylanguageReflectionFindoutthetopicsentenceofeachparaandtrytodrawoutthestructureofthepassage.P44Step3So,how...Part1(para12)Leadinthe

topicinterestedboredPara3Recognisewhenstudentsare_______or_______

interestedboredPara4Recognisewhenstudentsare_______

distractedtroubledPara5Distinguishwhenstudentsare_______

troubledultimatelyPart2(para35)students’bodylanguage&feelingsPart3(para6)Conclusiondistracted●general●specific●generalAsaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyoneononeconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttickMyanswerIlookattheirbodylanguage.HowdoIknowmystudentsIlookattheirbodylanguage.Howdoesthewriterarousereaders’interestWasitdifficulttoknowthestudentsWhywhatisgoingoninthemindsofmystudentsAsaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Many

studentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.Ilookattheirbodylanguage.students’uniquecharactercommunicationlimitedByaskingaquestiontoleadinthetopic[俗語]whatmakessb.tick某人做事的動(dòng)機(jī)，心理(喻指做事情的目的/原因)atoughtaskReadingforthecontent(para1-2)Step4Read,underlinestudents’bodylanguageandguessthehiddenmeaningsReadingforthecontent(Para3-5)Step4Whenstudentsareinterested:lookupandmakeeyecontactleanforwardandlookatme（Para3）Whenstudentsarebored:havetheirheadlowertolookattheirwatchleantheirheadstogetherlookupwithouteyecontactandhavethesamedistant(心不在焉的)expressionontheirfaceHowwilltheeducatorreacttodifferentbodylanguagekeepstudents’interestadjustclassactivitieskeepstudents’interestRead,underlinestudents’bodylanguageandguessthehiddenmeaningsReadingforthecontent(Para3-5)Step4Whenstudentsaredistracted:lookanywherebutattheteacherdaydreamingwiththeirchinsontheirhands,theystareoutofthewindoworupattheceilingWhenstudentsaretroubled:frownsadworriedhidetheirfacesintheirhandssadorworriedembarrassedorashamedafraidofbeingcalledbytheteacher.theireyesareredfromweepingdeeperissueslikehavingconflictswithothers.HowwilltheeducatorreacttodifferentbodylanguageremindinquireandassesstalktostudentsindividuallyFindoutthebodylanguageofthestudentsinclassandthehiddenmeanings.Readingforthecontent(Para3-5)Step4HowwilltheeducatorreacttodifferentbodylanguageReadingforthecontent(para6)Step4Ultimately,mydutyishelpingeverystudentlearn.Theirbodylanguageletsmeknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Reactingtobodylanguageisanimportantponentofbeingateacher.

Readthelastparagraphandthinkaboutwhytheteacherthinkbodylanguageisimportant.“they

cangetthemostoutofschool”adjustclassactivitiestalktostudentsindividuallyremindinquireandassesskeepstudents’interestknowmystudentstakefulladvantageofexperiencedpatientresponsibleconsiderateflexibleeducatorSummarizeStep5reacttobodylangaugelookat

body

languageeducatorrecogniseperceivedistinguish

inferHowtocreateasceneFeelingReactionBodyLanguageThe...expressiononhis/herfaceimplied/indicated/showed/suggestedhe/shewas....Fromhis/herbodylanguage,itwaseasytorecognise/perceive/distinguish....Realizing/Sensinghis/hermood,I...Themainthingisdoing....Whateveritis,IknowIneedto...Oneday,....Thegood/badnewscamethat...When...,Background(Occasion)WritingtaskStep6Trytodescribeoneoftheclassroombodylanguage,usingthetips.WritingPracticeStep6Theboyiskeepinghisheaduphigh,lookingattheclockonthewall,likefreezingonthespot.Heobviouslydoesn'tmakeeyecontactwithhisteacher.Itiseasytoperceivethatheisboredandiswaitingforthelessontoend.(thoughitistooearly)SAMPLEDiscusswhatthesepeoplearedoingbydescribingtheirbodylanguageandwhattheirbodylanguageistellingyou.Ifyouweretheteacher,howwouldyoureactDiscussionpeoplebodylanguagemeaningmyreactionWritingtaskOneday,whenIwasgivingtheclass,Inoticedthat_______________________________________________________________________________________________________________________________coherent：bodylanguagemeaningmyreactionContinuethestoryabout80words.contentstructurewell-organized:generalspecificgenerallanguageappealing:vividdescriptionrhetoricaldevicesproperconjunctionwordsmodalverbs

Writing

Oneday,whenIwasgivingtheclass,InoticedthatTomstillcouldn’tgetasatisfyingscoreattheEnglishexamthoughhehadsparednoefforts.Star