Unit 4 Body Language Using Language Reading for Writing课件-2026-2027学年高中英语人教版（2019）选择性必修第一册

该高中英语课件围绕“课堂肢体语言”展开，通过导入环节讨论学生课堂情绪（如好奇、困惑）和已知肢体语言，衔接阅读文本中教师观察肢体语言的方法（兴趣、无聊、分心等分类），再过渡到写作任务（看图讨论、绘画描述），构建“感知-理解-应用”的学习支架。 其亮点在于融合语言能力、思维品质和学习能力培养，阅读中通过分类分析肢体语言（如前倾表兴趣、低头看表表无聊）培养逻辑思维，写作任务结合绘画与描述提升表达能力，词汇注释含词性转换和固定搭配助力语言积累。学生通过同伴互评和展示提升合作学习能力，教师可借助结构化流程和多样化活动提高教学效率。

Unit 4 Body Language Reading for Writing 人教版2019选择性必修第一册 Learning objectives By the end of this section, you will be able to: predict the main idea of the text based on its title and picture; recognize the meaning of different classroom body language; grasp the features of the text, like its structure and language; write a passage to describe classroom body language. discuss the following questions Lead-in Discuss the following questions As a student, what different feelings have you ever experienced in class? 1 curious 4 sleepy 2 confused 3 upset. 5 proud 6 excited What kind of body language are you aware of? Predict what the text will talk about according to the photo and the title. It may be about stories between the teacher and students in a classroom. It may answer the question asked in the title by introducing some good ways for the teachers to know the students. How Do I Know My Students? Reading Reading Read for the main idea The passage mainly tells us that teachers can observe students' body language to adjust their teaching activities. Structure How Do I Know My Students? Para 1&2 introduction Para 3-5 Para 3： Recognise when students are _________ or ______ Para 4 Recognise when students are _________ Para. 5：Distinguish when students are ________ 添加标题 Conclusion (Reacting to body language is a duty of being a teacher. ) interested bored distracted troubled As an educator, people often ask me how I know what is going on in the minds of my students. 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 one-on-one conversations with each person. So, how can I really know what makes each student tick? My answer? I look at their body language. 身为一名教育工作者，经常有人问我，我是如何读懂学生内心想法的。很多学生十分腼腆，话并不多。与此同时，一个班里有四十多名学生，很难和每个人都进行多次一对一交流。那么，我要怎样才能真正了解每个学生的内心驱动力呢？我的答案是什么？观察他们的肢体语言。 As an educator, people often ask me how I know what is going on in the minds of my students. 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 one-on-one conversations with each person. So, how can I really know what makes each student tick? My answer? I look at their body language. How does the teacher know what students are thinking? By looking at their body language. 一对一交谈 促使某人行动的动因、内心想法 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. 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. 很容易看出学生上课时是否感兴趣。大多数学生会抬起头，与我进行眼神交流。我开玩笑时，他们会露出笑容；我讲解难点时，他们面露困惑。不过，我能判断出学生什么时候真正入迷：他们身体前倾，紧紧注视着我。人们总是会不由自主地靠近自己感兴趣的事物。如果一个学生低头反复看手表，说明他已经感到无聊，只在等着下课。如果两个同学把头凑在一起，多半是在传小纸条。当然，抬头并不代表认真听讲。有些学生虽然抬着头，却没有眼神接触，目光呆滞，神情恍惚，仿佛睁着眼睛睡着了。 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, 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. 有些学生被别的事物吸引，全程东张西望，完全不看我。还有一些学生最爱上课走神、做白日梦。他们托着下巴，要么凝望窗外，要么盯着天花板发呆，自顾自神游。他们的注意力确实集中在某件事上，只是无人知晓究竟是什么。最重要的是，要及时提醒这些分心的学生专心听课。 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, 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. 被逗乐的、分心走神的 做白日梦，走神 下巴 忙于做某事 分心的，注意力不集中的 According to the teacher, what is some students’ favourite activity?（细节理解题） A. talking with others B. eating snacks C. making up themselves D. daydream. What does the phrase “who knows what” mean? It is impossible to tell (what they are interested in). While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. 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. Whatever it is, I know I need to inquire and assess what is going on. 虽然判断学生是感兴趣、感到无聊还是走神并不难，但要分辨出学生是否陷入烦恼，有时就要困难得多。愤怒、恐惧或是内心焦虑的学生，常常会双臂抱在胸前，双腿并拢或是交叉，仿佛在保护自己。情绪低落、心事重重的学生几乎总是眉头紧锁，还可能用手捂住脸，一脸窘迫羞愧。有些学生做出这样的举动，仅仅是害怕被老师点名提问。但如果一个学生头发凌乱，双眼哭得通红，我就能断定她正被更深层的问题困扰。这有可能是她和同学产生了激烈矛盾，或是家庭出现了问题。无论事情缘由是什么，我都需要主动询问，弄清楚真实情况。 While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. 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. Whatever it is, I know I need to inquire and assess what is going on. They will hide their faces in their hands. What will students do if they are afraid of being called on by the teacher?(细节题） 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. 归根结底，我的职责是帮助每一名学生学有所获。通过他们的肢体语言，我能把握时机：什么时候调整课堂活动，什么时候及时介入，什么时候单独谈心，从而让所有学生都能在学校学有所成。读懂并回应肢体语言，是教师职业一项重要的必修课。 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. Why does the teacher think body language is important? Students’ body language lets the teacher 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. Match the body language with the meanings. ___ 1. Looking up and making eye contact ___ 2. Leaning over to look at one’s watch ___ 3. Two friends leaning heads together ___ 4. Leaning forward and looking at the teacher ___ 5. Looking up, but no eye contact, no expression ___ 6. Looking away ___ 7. Chin on hand, looking out the window ___ 8. Looking down, arms or legs crossed ___ 9. Frowning ___ 10. Hair not brushed, red eyes A. very interested B. bored C. interested D. sad or worried E. distracted F. writing notes G. serious problems H. like they are asleep I. daydreaming J. angry, afraid, or experiencing anxiety C B F A H E I J D G Look at the following photos. In groups, discuss what these people are doing and what their body language is telling you. writing The students are raising their hands high up. Body language: They are active and interested in the lesson. They are eager to answer questions. The boy raises his fist and smiles widely. Body language: He feels excited, confident and proud. He is pleased with his progress or good results. The boy whispers secretly into the girl’s ear, and both cover their mouths and laugh. Body language: They are passing private messages and sharing a joke. They are distracted from class. Draw someone you know. Show his/her body language in your drawing. Draw someone you know. Show his/her body language in your drawing. 1.What’s his or her typical body language? 2.When will he or she have such kind of body language? 3.What feelings of meanings are conveyed by his or her body language? 4.What kind of person is he or she? show time Write a passage to describe the body language of the person in your drawing, and explain what his/her body language tells us. Exchange your draft with a partner. 1. Use the checklist to help you review your partnerʼs draft. Is the person properly identified? Is the description clear? Does the writer give his/her impressions of the feelings and personality of the person in the drawing, and also explain why he/she has these impressions? Does the writer use correct grammar, punctuation, and spelling? 2. Take your draft back and revise it. Share your drawing and description with the rest of the class. This is my friend, Linda. She is standing in front of the classroom with a textbook in her hand, teaching carefully. Her other hand holds a marker near the whiteboard, because she wants to write down key points as soon as she explains them without pausing. Linda is a very responsible teacher, which you can tell from the gentle and focused look on her face. When she is teaching, she tends to care about every student in the class. Often, when students meet difficulties and feel confused, she always notices them at once because she is devoted to her students and her work. Words and Expressions educator /ˈedʒukeɪtə(r)/ n. 教师；教育工作者；教育家 词性转换 educate v. 教育；教导 education n. 教育 tick /tɪk/ vt. 给（试卷、问题等）打勾号 vi. （钟表）发出滴答声 n. 勾号 Words and Expressions tendency /ˈtendənsi/ n. 趋势；倾向 have a tendency to do sth 有做某事的倾向 (2) There is a(n) tendency (for sb/sth) to do ... （某人/某物）做……有……的趋势 词性转换 tend vi. 往往会；趋向 vi & vt. 照管，护理 (1) tend to do sth 往往会做某事 (2) tend (to) sb/sth 照料/护理/照管某人/某物 Words and Expressions lower /ˈləʊə(r)/ vt. 把……放低；降低；减少 adj. 下面的；下方的；较小的 imply /ɪmˈplaɪ/ vt. 暗示 barely /ˈbeəli/ adv. 几乎不；勉强才能；刚刚 词性转换 bare adj. 裸露的；光秃秃的；空的 近义词 hardly、merely、scarcely Words and Expressions chin /tʃɪn/ n. 下巴 occupy /ˈɒkjupaɪ/ vt. 占据；占用 (1) occupy oneself (in) doing sth 忙于做某事 (2) occupy oneself with sth 使……忙于某事 词性转换 occupation n. [C]工作，职业；消遣，业余活动；[U]侵占，占领 Words and Expressions ceiling /ˈsiːlɪŋ/ n. 天花板；上限 stare /steə(r)/ vi. 盯着看；凝视 n. 凝视 stare at sb/sth 盯着看；凝视；注视…… 词性转换 occupation n. [C]工作，职业；消遣，业余活动；[U]侵占，占领 distract /dɪˈstrækt/ vt. 分散（注意力）；使分心 词性转换 distraction n. [C, U]分散注意力的事；[C]娱乐，消遣 Words and Expressions distinguish /dɪˈstɪŋgwɪʃ/ vi. & vt. 区分；辨别 perceive /pəˈsiːv/ vt. 察觉；看待；理解 perceive sth/sb as sth 将某人/某事看作…… distinguish ... from ... 使……有别于……，区别……和…… 词性转换 distinguished adj. 著名的；杰出的；高贵的 Words and Expressions anxiety /æŋˈzaɪəti/ n. 焦虑；担心；害怕 chest /tʃest/ n. 胸部；胸膛 词性转换 anxious adj. 担心的；焦虑的 be anxious about sth/for sb 为某事/某人担忧 anxiously adv. 担心地；焦虑地 Words and Expressions embarrassed /ɪmˈbærəst/ adj. 难堪的；尴尬的 词性转换 embarrass vt. 使窘迫，使尴尬 embarrassing adj. 使人难堪（或尴尬、害羞）的 embarrassment n. [U]窘迫，难堪；[C]使人为难的处境 be embarrassed to do sth 做某事而感到尴尬 (2) be embarrassed about/at sth 因某事而窘迫 Words and Expressions ashamed /əˈʃeɪmd/ adj. 羞愧；惭愧 词性转换 shame n. [U]羞耻，羞愧；[sing.]让人遗憾的事 shameful adj. 可耻的，丢脸的 shameless adj. 无耻的 (1) be ashamed of 为……感到羞愧 (2) be ashamed to do sth 因羞愧而不愿做某事 Words and Expressions call on （短暂地）访问；要求（某人讲话等）；正式邀请 call for 需要，（公开）要求，（去）接 call off 取消 call up 使回忆起，使想起，打电话给 call back 回电话 call in 叫来 Words and Expressions bother /ˈbɒðə(r)/ vi. & vt. 费心；麻烦；因……操心 n. 麻烦；不便 1. vi. & vt. 费心；麻烦；因……操心 bother to do/doing sth 费心做某事 2. n. 麻烦；不便 put sb to any bother 给某人添乱子 merely /ˈmɪəli/ adv. 只是；仅仅；只不过 Words and Expressions at work 有某种影响；在工作 be at work on sth 忙着做某事 weep /wiːp/ vi. & vt. (wept, wept) 哭泣；流泪 conflict /ˈkɒnflɪkt/ n. 矛盾；冲突 /kənˈflɪkt/ vi. 冲突；抵触 in conflict with 和……冲突 (2) come into conflict with sb 与某人发生冲突/争执 Words and Expressions inquire /ɪnˈkwaɪə(r)/ (=enquire) vi. & vt. 询问；打听 词性转换 inquiry n. [C]询问，打听 ultimately /ˈʌltɪmətli/ adv. 最终；最后 近义词 eventually、finally Words and Expressions adjust /əˈdʒʌst/ vt. 调整；调节 vi. & vt. 适应；（使）习惯 adjust ... to ... 调整……以适应…… (2) adjust to (doing) sth 习惯/适应（做）某事 (3) adjust oneself to sth 使自己适应某事 词性转换 adjustment n. [C, U]调整，调节 adjustable adj. 可调整的，可调节的 Words and Expressions intervene /ˌɪntəˈviːn/ vi. 干预；介入 (1) react to sth (by doing sth) （通过做某事）对某事/物作出反应 (2) react to ... 对……过敏 (3) react with sth 与某物发生化学反应 词性转换 reaction n. [C, U]反应，回应；化学反应 react /riˈækt/ vi. （对……）起反应；回应；（对食物等）有不良反应 Unit 4 Thank You ! Reading for Writing 新人教选必一 $