UNIT 4 Section Ⅳ Writing——描述肢体语言（教师用书Word）-【状元桥·优质课堂】2023-2024学年新教材高中英语选择性必修第一册（人教版 2019）

Section Ⅳ　Writing——描述肢体语言 本单元的写作项目是描述肢体语言。肢体语言是一种无声的语言，写作的关键有以下两点： 1．准确的描写：要对人的动作进行形象的描绘，以传达出动作所代表的具体含义，即先绘其“状”； 2．合理的想象：要对动作传达出的意图和情感进行解释和阐发，即再明其“意”。 跟课文学细节描写 课文以一位老师自述的口吻描写了在课堂中观察到的学生的肢体语言，动作、神情描写特别细腻。赏析研读课文倒数第二段中的一段话： Students who are angry, afraid, or experiencing 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 or 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 deeper issues at work.It could be that she is having serious conflicts with other students or at home.愤怒、害怕或焦虑的学生会双臂交叉放在胸前。双腿并拢或交叉，像是在保护自己的身体。伤心或忧虑的学生几乎总是皱着眉头，也会双手捂脸，一副尴尬或羞愧的样子。有些学生这副模样，只是因为他们害怕老师提问。但是，要是学生都懒得梳头，并且两眼哭泣而发红，那么我能够推断她遇到了更严重的问题。极有可能她与同学或家人发生了很大的冲突。 本段话形象地描绘了肢体语言所代表的含义，说明学生的肢体语言和他们的情绪状态之间有很强的关联，以神传情。这种描写手法常用于读后续写中的细节描写，能够展示人物个性、刻画人物形象，让情节生动活泼。 跟课文学亮点表达 ★灵活使用疑问句 1．文章标题HOW DO I KNOW MY STUDENTS？(我是如何了解我的学生的？)点明了作者的写作目的； 2．第一段使用特殊疑问句So, how can I really know what makes each student tick？提出问题，它是一个“hook(钩子)”，用来勾起读者的阅读兴趣。 3．第二段先用一般疑问句的省略形式重复该问题，然后进行回答，借此引出文章的主题：通过肢体语言了解学生。 [微写作1]——补全句子 (1)你曾经种过树吗？你不觉得种树有趣而且有意义吗？ 　Have you ever planted trees　? Don't you think planting trees is interesting and meaningful? (2)你是否同意，心情愉悦的时候，经常会有创意出现？ 　Do you agree (that)　 creativity always occurs when you are in a good mood? (3)在书中列出的杰出女士中，您认为过去100年来最重要的女性是谁？ Of the outstanding ladies listed in the book, 　who do you think　 was the most important woman of the past 100 years? (4)如果你有机会出国旅行，为什么不考虑新加坡？ If you have an opportunity to travel abroad, 　why not consider　 Singapore? ★学细节描写——人物动作、 神情描写 第三、四段用了大量的词汇(如look up, smile, confused, lean forward, has his head lowered, leaning their heads together等)来描写人物动作、神情，以说明学生的肢体语言反映出他们的情绪状态，比如：如