U4.4 Reading for Writing-【创新教程】2025-2026学年高中英语选择性必修第一册五维课堂同步Word教案（人教版2019）

Section Ⅳ Reading for Writing, Assessing Your Progress  & Video Time

HOW DO I KNOW MY STUDENTS?

As an educator, people often ask me how I know what is going on in the minds of my students　 [1]. 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 many one­on­one  conversations with each person. So, how can I really know what makes each student tick ?

[1]how 在此引导宾语从句；在该从句中又包含一个what 引导的宾语从句。

My answer? I look at their body language.

It is easy to recognise when 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,  however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if 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 probably writing notes to each other. Of course, not everyone who looks up is paying attention in class　 [2]. Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their faces. It is as though they are asleep with their eyes open.　 [3]

[2]本句为部分否定句，句中包含一个who引导的定语从句，修饰先行词everyone。

[3]as though 在此引导表语从句，意为“好像；好比”；with their eyes open 为with 复合结构，在句中作状语，该复合结构中形容词open作宾补。

Some students are amused by something else. They spend all their time looking anywhere but  at me. Then again, some students' favourite activity is daydreaming. With their chins  on their hands　[4], 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 distracted  students that they need to pay attention in class.　[5]

[4]此处为with 复合结构，在句中作状语，介词短语on their hands 作宾补。

[5]reminding distracted students...in class 为v.ing 短语作表语，其中包含一个that 引导的宾语从句。

While it is easy to perceive  when  students are interested, bored, or distracted, it is sometimes much harder to distinguish  when students are troubled. 　[6] Students who are angry, afraid, or  experiencing anxiety may have their arms crossed in front of their chests and their legs closed or crossed　 [7], 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　 [8]. Whatever it is, I know I need to inquire and assess what is going on.

[6]While 在此引导让步状语从句，表示“虽然”；when 引导的两个宾语从句分别作perceive 和distinguish 的宾语；两个it分别在从句和主句中作形式主语，真正的主语均为后面的不定式短语。

[7]本句为主从复合句，who 在此引导定语从句，修饰先行词Students, 该从句中have their arms crossed...and their legs closed or crossed 为“have ＋宾语＋宾补”结构，过去分词crossed, closed, crossed并列作宾补。

[8][时态释疑] that 在此引导表语从句，该从句采用了现在进行时，表示在该阶段正在进行的动作。

Ultimately , 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. Reacting   to body language is an important component  of being a teacher. 　[9]

[9]该句中，v.ing 短语 Reacting to body language 作主语；being a teacher 作介词of 的宾语。

我如何了解我的学生？

作为一名教育工作者，人们经常问我如何了解学生们正在想什么。许多学生相当害羞，所以他们的话并不那么多。与此同时，在40多人的教室里， 很难与每个学生都展开一对一的交谈。那么，我是如何搞清楚每个学生为何会这样的呢？

 我的答案？我观察他们的肢体语言。

要识别学生何时对一堂课感兴趣是很容易的。大多数学生都会抬头看，进行眼神交流。我开玩笑的时候，他们会笑。我讲到比较难的地方的时候，他们看起来很困惑。但是，我知道学生们真正感兴趣的时候，因为他们会身体前倾看着我。人们往往会把身体倾向他们感兴趣的事物。因此，如果学生低头看表，这意味着他感到厌倦，正在默默倒数，等着下课。如果两个朋友把头靠在一起， 他们可能是在互相写纸条。当然了，课堂上并不是每个抬头的人都在专心听讲。有的学生抬着头，但是没有眼神交流。他们的眼睛几乎不动，脸上表情疏远呆滞，好像睁着眼睛在睡觉。

有些学生会被别的事情逗乐。他们所有时间都看着别处，就是不看我。不过，有些学生最喜欢的活动就是做白日梦。他们手托着下巴，专注地盯着窗外或天花板看。他们确实是有感兴趣的事，但谁知道是什么。重要的是要提醒分神的学生在课上集中注意力。

尽管学生们何时(对讲课)感兴趣、何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难得多。(那些)生气、害怕或正处于焦虑的学生可能会双臂交叉放在胸前，两腿并拢或交叉，好像是在保护他们的身体一样。(那些)难过或忧虑的学生几乎总是皱着眉头，他们也可能用手捂着脸，仿佛感觉尴尬或羞愧。有些学生之所以这样做，仅仅是因为不想被老师喊到。但是，要是学生都懒得梳头，并且两眼因哭泣而发红，那么我能够推断她遇到了更严重的问题。可能是她与其他同学或家人发生了严重的冲突。无论是什么原因，我都需要询问并判定发生了什么。

最后，我的职责就是帮助每一位学生学习。他们的肢体语言让我知道何时该调整课堂活动，何时去干预，何时与学生单独交谈，好让他们都能从学校得到最大的收获。对肢体语言作出反应是做老师非常重要的一部分。

[重点单词]

1．　reveal　 vt.揭示；显示；露出

2．　clarify　 vt. 使更清晰易懂；阐明；澄清

3．　stare　 vi.盯着看 n．凝视

4．　perceive　 vi.察觉，看待，理解

5．　distinguish　 vi.& vt.区分，辨别

6．　ashamed　 adj. 羞愧的

7．　merely　 adv.只是，仅仅

8．　weep　 vi.& vt. 哭泣，流泪

9．　inquire　 vi.&vt.询问，打听

10．　ultimately　 adv.最终，最后

11．　educator　 n．教师；教育工作者；教育家→　education　 n. 教育→　educate　 vt.教育；教导→　educated　 adj.有教育的， 受过良好训练的

12．　tendency　 n．趋势；倾向→　tend　 v. 往往会；趋向；照料

13．　lower　 vt.把……放低；降低；减少adj. 下面的；下方的；较小的→　low　 adj.低的，矮的

14．　imply　 vt. 意味着；暗示→　implication　 n．含意；暗指

15．　barely　 adv.几乎不；勉强才能；刚刚→　bare　 adj. 裸露的；荒芜的；仅够的

16．　distract　 vt. 分散；使分心→　distraction　 n. 分心

17．　anxiety　 n. 焦虑；担心；害怕→　anxious　 adj.忧虑的；担心的，渴望的→　anxiously_　adv. 担心地，渴望地