Chinese teacher’s verbal language & nonverbal language

American teacher’s verbal language & nonverbal language

Boys and girls, are you ready? Now, class begin! Good morning boys and girls! Sit down please.

Wave her hand for the students to stand up and bow.

So, good morning class! I am Mr. William. I am here to work with you on some reading, some informational texts.

After a brief greeting, point to the screen and introduce the class topic directly.

Now first, let’s play a hangman game. Give me a letter. A? Okay, you please. No U here. No C here. No F here. Ok, that girl please.

D, and? Together? Wow, holiday!

Point to the board to start the game (hangman game) and write the word in the corresponding letter position when the student says the right letter. When students guess wrong, she does not give a clear negative answer, but draw hangman next to the word after saying no this letter here.

When there are only two letters left, wave both hands forward and ask the students to say the written word together.

What kind of text? Informational text.

And before we get into that, I’d like to give you a little bit of background. So the text that we are going to read today emmm…is maybe different from some of the text we learned in the past. It may be related to some of the text that you have started to read now.

Stand in the middle of the students.

Hands slightly raised, swaying to the rhythm of the speech.

Switch the PowerPoint.

Hold his chin with one hand and make a thinking face.

Do you like holiday? Which holiday do you like? You please. This is the same, we are the same yes? Thank you.

You please, which holiday do you like? My son likes winter holiday too.

She raises the tone of her voice and keeps a smile on her face. She waves her arms to drive emotional positivity in the classroom. She smiled and hugged the student who answered with the same idea as her own, drawing closer to the teacher-student relationship.

Point to herself when mentioning her own son.

So I want you to take a look at this picture. And I want you to think about what is happen in this picture, who are these people and why are they there.

This is a kind of, I’m trying to figure out what you know.

Point to the screen to elicit questions.

Explain while spreading his hands for assistance.

Now boys and girls, I know you will have a very long summer holiday, yes or no? But is very special, do you know why? Wow do you like this holiday? Are you happy? What will you do? Will you watch TV? All day? Will you play computer games all day? Will you listen to the music all day? Look, summer holiday is coming!

Step back to the podium and ask the question with a deliberate pause in her voice and a wave of her hand in response to the pause in her voice.

Have students join in answering no homework with their hands raised. Look excited.

Ask a series of questions while walking around the podium.

Show students some pictures about summer holiday with background music.

Face the big screen and play the video.

I want you to take about 25 seconds with your partner and I want you to discuss, who are they, what’s happening, who are these people and why are they there. Take about 20 - 25 seconds, go!

Express the numerical order of the problem with his fingers.

Is it cool? Are you happy? What will you do this summer holiday? I will? Where will you go? I think it is a nice trip. You please, what will you do this summer holiday? You like go swimming, I think! Wow, American students usually go to summer camps, that’s a good idea.

Frown, eyes slant upward to indicate doubt.

Ask the question and then turn around and write the question on the board. Then walk towards the students.

She raises her hands on either side of her body and sways them from side to side to match the students’ responses and nods her head in affirmation. She points to the student and her tone rises.

Bend the knee slightly to respond to the student’s response.

Place palms down and hands down to indicate that students are invited to sit.

So today we are going to read an article. A informational text, a little bit more about this.

Now this may seem a little bit confusing to you, you may not have all the information, but that’s why we are going to read it together.

Now boys and girls, let’s play a chain game. One minute to ask and answer, say as much as possible, are you ready? Who is the first one? You please, one, two, begin! Sorry, time is up. Thank you!

She holds out one finger to indicate 1 min, followed by one hand embodying ask and one hand embodying answers. both hands alternately wiggle near the head to indicate that she wants students to communicate as much as possible.

Raise one hand to signal students to initiate. Write the board while the students play the chain game. Ring the bell at the end of the time and apologize to the students who were interrupted.

And, what we are going to do, oh yeah that’s called the Danish Flag.

The people from Denmark are Danish, and sometimes they are called the Danes. So when you hear the terms Denmark, that’s the country but Danish and Danes are names that they give for people who they live in the country of the Denmark.

Look to the students and explain the terms. There is a pause in the voice.

Now, you will do so many things in this summer holiday. Will you learn something new? I will, I will learn this. Guess? Wow it’s big! You please that girl. Yes! Super! I will learn to fish because I can’t fish.

Make the action of fishing and mention is the answer to the student’s question.

Give a thumbs up to the student after getting the correct answer.

She shakes her head to indicate why she needs to learn FISHING.

What color is that flag? Keep that in your brain, you may need that later.

Alright, so, with that in mind, we are focusing on today for today…do you mind reading our standard oh I’m sorry, our objective of what we are going to focus on today? The top one.

Point to his head.

Clap hands

Approach the students, touch them lightly on the shoulder, and ask them to come and read aloud. And walk to the back of the classroom.

Follow me, learn to fish. Learn to fish. Okay, you please, learn to fish, follow me. Good, next one, yes! Can you fish? Aha, if you can’t, just like me. Learn to fish.

He wiggles his hands to the beat of the phrase being read aloud and guides the students to follow along.

Write on the board.

He responds with a laugh to students who, like himself, can’t FISH.

Okay so what’s in red that’s our standard we are going to determine the central idea of the text.

Will our friend Danny learn to fish? Let’s listen about Danny’s Summer Holiday.

Write the tile on the board: Danny’s Summer Holiday

Central idea you guys have been focusing on before. It’s a main idea the overarching message that the author is trying to convey so we are gonna do that.

Will Danny learn to fish this summer holiday? Listen.

Look at the screen and play the conversation about Danny’s Summer Holiday

Next one please. Okay, so that’s another thing we are going to do, we are gonna read the text together and I’m going to ask a lot of questions.

Point to another student.

He trailed off when he said LOT OF for emphasis, made hand gestures to indicate reading text, and then pointed his hands at himself.

Will Danny learn to fish this summer holiday, that boy please. Will Danny learn to fish this summer holiday? Do you agree? What is your idea? Ok, you please. No he won’t. When did Danny learn to fish? Super! Thank you!

Lean forward to guide students to give their answers.

Repeat the question when students answer incorrectly, accenting key points in the question.

But, what did I say you guys have to do a lot of today? Talking right?! The more you talk, the more you learn. Right? The more you talk about what you’ve read the more you gonna understand what you read. That’s what good readers do. So you are going to do a lot of talking with your partner today.

Pause + accent to bring out the point

Point to the student.

Repeat and nod.

He learned to fish last summer. What will Danny do this summer holiday? Let’s read it first ok? Read it quickly and underline. Ok? Begin!

She pretends to write with a pen in her hand, signaling students to underline the key points in the text. Nod to signal students to begin.

Walk around roughly, see how the students finish, and provide a few verbal reminders.

So you are going to be answering questions, but using evidences from the text.

You guys are familiar with ACE the question right? All right, with your partner I want you to take 9 seconds and clarify what does it mean to ACE the question, go!

Point to the writing on the paper hanging on the side.

Got it? You please. Where do his grandparents live? Yes, that’s right! What else will Danny do? That boy please. Fly to China? Wow, how does he fly to China? Which picture is right? Can Danny fly? Yes also learn to fly. Has Danny learn…has Danny got wings? Which picture is right? Thank you.

She raises her hand to indicate that the student has volunteered to answer the question.

She tilts her head and smiles at the student. Raise a thumbs up in encouragement. Turn around and move the magnetic clasp prepared in advance on the board.

Imitate the action of flying. Lead students to say the correct answer together. Move the magnetic clasp on the board.

5, 4, 3, 2, 1, Who can tell me, what does it mean to ACE the question? Young lady! Alright, what else? Ok, what else?

You got the A, you got the E, what does the C means you have to do? Alright support what? Your answer has to be…cited evidences from the text right?

Walk back to the front of the classroom.

Use hand signals to indicate the countdown.

Point to the side of the classroom paper and walk to the side of the classroom.

Fly to China means go to China by plane. What else will Danny do? That girl please. Super! Because they are good friends. The last one. Danny will….Yes. Danny will learn to fly, and can Danny fly? I think Danny is just telling a joke. What will Danny do this summer holiday, can you tell me? Danny will? Super!

She points her finger at her head and draws a circle, making a gesture to indicate thought.

Raising a master indicates that the student raised his or her hand to answer the question.

So ACE means: answer the question all the parts, and in complete sentences, and also means to cite evidences meaning that you need to stay in the text for your answer.

You’re probably getting touch in the text or looking at the text when you are answering.

He used his fingers to indicate the numerical order.

Talk with your partner, Danny will? Begin!

She raises her hands and gathers her fingers toward the center. Walk around the classroom in small increments.

And, when possible expand, to bring in other ideas or other parts of the text to explore, further explain your meaning. Can we work on that today? Alright I’m gonna help you out, you need some help.

He waved his hands as he spoke.

He put his hands together and clapped his hands.

Do you like Danny’s summer holiday and why? Emm! You like interesting summer holiday. You think wonderful funny, good answer, thank you!

Nod + give thumbs up to affirm student responses.

So, um, I pass…actually, would you help me pass some stuff out? You can pass out of that side of the room and I’ll pass out this side.

Walking back to the front of the classroom, he asked students to join him in handing out papers.

Look, who is coming.

Danny: Hi, my name is Danny, what is your name? Nice to meet you Mike!

What is your name? Nice to meet you! I love your lovely glasses.

What is your name? nice to meet you!

Take out Danny’s doll, manipulate the doll, raise the voice tone and give Danny a voiceover pretending to communicate with the students. At the same time dragging the suitcase, reflecting the act of travel.

Alright, so, before we start reading, I want to talk about something that good readers do.

So, good readers, especially difficult texts, they read the text multiple times.

When we read this today, some stuff you gonna be able to understand, some stuff you may not understand. But that’s what we are going to go back and we are going to read whole parts of it, some shorter parts of it to get a deeper understanding of it. That’s what good readers do.

Walk near the screen, look at the students, and point his finger at the highlighted TIPS on the screen.

Finger wiggling for emphasis.

Danny: I will fly to Dongguan. Dongguan is a good place, what will you do with me?

I like swimming, thank you!

Shopping? I like go shopping, thank you!

Songshanhu park is very famous, I know! Thank you!

Thank you, I will go with you! Thank you and nice to meet you!

Thank you, you know I love eating good food!

14: 52

walking around the classroom and interacting with students.

Pretend to be Danny, communicate with the boy and let the toy kiss students faces/ shake hands with students.

Good readers also annotate texts, tell me what is that word annotate mean?

Um, what do you think of it, talk to your partner about it. What is annotate mean, what do you predict or guess it means?

Anybody? Oh, you underline information? what else could you do?

Yeah, maybe you summarized, its probably something you do afterwards. What else? Oh, circle certain thing? Box? Yeah!

Annotate is an academic term for taking notes, right? So I am taking notes I can underline things I can circle things, I can make notes in the margin, I can draw things that help me better to understand.

So, good readers read with a pen or read with a pencil, or they annotate as they read.

So, as we are reading today, if you feel like you want to underline or annotate thins to help you better understand, please go ahead and do that. At any time you want to take any notes, you can go ahead and do that.


…(read the whole text)

He points to the unfamiliar words on the screen and raises his hand to show the students how to answer the questions.

He spreads his hands and gestures to the students to output their ideas. The student answers correctly, moves forward and turns his or her hand to the student. He locks eyes with the responding student and nods his head in affirmation.

Repeat the student’s response with accent emphasis.

He used his hand as a pen to pretend to write.

He waved his hands to indicate that students could annotate at will and pointed to the screen to emphasize the tips.